Giáo án tiếng anh lớp 10 phương pháp mới học kì 1

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PERIOD 01 UNIT 1: FAMILY LIFE

GETTING STARTED - Household chores

Date of planning: ……/……./2018 Date of teaching: ……/……./2018 I AIMS/OBJECTIVES OF THE LESSON

1 Language focus:

- To help learners get started with some language items in Unit

- For vocabulary, that is words and phrases related to household chores and duties - For pronunciation, that is how to pronounce /tr, kr, br/

- For grammar, that is the distinction between the present simple and the present progressive 2 Skills: - To help learners get started with skills in Unit

- Reading: Read about the benefits of sharing housework - Speaking: Exchange opinions about household chores

- Listening: Listen to people talk about the roles of family members - Writing: Write about doing household chores in the family

3 Attitudes: - To help Ss get started for Unit with the topic "family life" - To provide Ss some motivation

II PREPARATION

1 Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching 2 Students: - Read through English Unit - getting started at home III PROCEDURE

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead in

Ask Ss if they often housework and what housework each member of their family does

Ask them look at the pictures and guess what they show

Mother: cook/prepare meals (do the cooking), wash the clothes (do all the laundry),

You: clean/sweep/mop the house/the floor, Father: take out the garbage, some cooking

- She's busy doing her work She spends time both going out to work and taking after her family

- She's a student She is busy doing her homework She often has too much homework to but she also helps with the housework

- He also goes out to work to support the family, but he also shares the household tasks with his family member

1 Listen and read

Ask Ss listen to the recording and read the conversation

- ask sb out for a game of tennis - go out with sb - prepare dinner - the cooking - work late - help with the

housework/cooking

- share the household duties - study for exams - divide household chores - split the chores equally - shops for groceries/ shopping - clean the house - the heavy lifting

- all the laundry/ wash the clothes - the washing up/ wash the dishes - take out the rubbish/garbage

- handle/take responsibility for/ be responsible for most of the chores around the house

- be responsible for the household finances - homemaker - breadwinner

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI chores/tasks/duties/

2 Work in pairs Decide whether the statements are true (T), false (F) or not given (NG) and tick the correct box.

Ask Ss to work in pairs and the task Asks Ss to give the reasons for their answers

1 F NG F T T NG

3 Listen and repeat the words/phrases

Ask Ss to listen to the recording and repeat the words/phrases

household chores household finances heavy lifting laundry

rubbish groceries

washing - up 4 Write the verbs/verb phrases that

are used with the words/phrases in the conversation

Ask Ss refer back to the conversation and the task

split, divide, handle (household) chores take out rubbish laundry shop for groceries heavy lifting washing - up

be responsible for household finances 4 Consolidation: (3 mins) - Household chores mentioned in the conversation

- Practice the conversation

5 Homework: (1 min) - Household chores mentioned in the conversation - Practice the conversation

- Do the task again - Read Unit - Language at home IV SELF-EVALUATION:

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LANGUAGE

1 Language focus: - To provide learners some language items in Unit 1

- For vocabulary, that is words and phrases related to household chores and duties - For pronunciation, that is how to pronounce /tr, kr, br/

- For grammar: the distinction between the present simple and the present progressive 2 Skills: - To promote Ss to develop the skill of working in pairs and groups

3 Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II PREPARATION

- Teaching method: Communicative language teaching 2 Students: - Read through English Unit - language at home III PROCEDURE

1 Class organization: (1 minute)

2 Check up: (5 minutes) - Ask some Ss to write some new words and the tasks again 3 New lesson: (35 minutes)

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY

1 Matching the words and phrases with their meaning below.

Ask Ss to the tasks and compare the results with their partner

1 f e a h b g d c

- the act of washing plates, glasses, pans - an action that requires physical strength - a person who manage the home, raise children - earn money from a job - instead of

- routine task

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI 2 List all the household chores that

are mentioned in the conversation. Then add more chores to the list. Ask Ss to work in pair Read the conversation again and the task Elicit more chores to add to the list

- prepare dinner - cook (do the cooking) - shop - clean the house - take out the rubbish - the laundry - the washing up - the heavy lifting - be responsible for the household chores Others

- mop/sweep/tidy up the house - bathe the baby - feed the baby - water the house plants - feed the cat and dog - iron/fold/put away the clothes - lay the table for meals - mow the lawn

3 Work in pairs Discuss the questions below.

Ask Ss to work individually, read their list of chores and write down the person who does each of the chores Let Ss work in pairs or in groups to ask and answer the questions

I often help my parents V/to V

I often help with N/Ving in my family I take the responsibility for Ving/N I am responsible for

My main responsibility is to V

PRONUNCIATION 1 Listen and repeat

Play the recording and let Ss listen Play it again with pauses for them to repeat each word

Do as appointed /tr/ trash

/kr/ crane, crack /br/ brush 2 Listen to the sentences and circle

the word you hear.

Ask Ss to read the word in rows paying attention to the difference between the sound clusters

Play the recording and let Ss listen to the sentences and circle the word they hear

1 Her brother borrowed her motorbike and crashed it - b

2 The crane has been there for quite a while - b I like bread with butter - c

4 Is it true that he quit? - a

GRAMMAR

1 Read the text and choose the correct verb form

Let Ss read the text individually once and ask them to pay attention to the words/phrases such as every day, today, at the moment

Ask them to work in pairs to compare their answers

Elicit the use of the present simple and the present progressive

- daily habits and routines

- is happening or not happening now, at the moment of speaking

1 does cooks cleans is watching is doing is doing is tidying up is trying - housewife - most of the housework - Mother's Day - it all for her

- watch one's favourite programme on TV

- try hard - make it a special day for sb 2 Use the verbs in brackets in their

correct form to complete the sentences

Let Ss work in pairs to give the answers Ask them to give clues for their answers

1 does, is not cooking, is working is taking out cleans, is cleaning is preparing

5 look after, works is watching, watches - work on an urgent report

- prepare for one's exams divide the duties in the house

look after the children work to earn money

watch out now = presently = currently 4 Consolidation: (3 mins) - Vocabulary related to household chores

- The present simple Vs the present progressive - The pronunciation of /tr, cr, br/ 5 Homework: (1 min) - Vocabulary related to household chores

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PERIOD 03 UNIT 1: FAMILY LIFE READING – Sharing housework

1 Language focus: - Vocabulary related to the topic of sharing housework 2 Skills: - To promote Ss to develop their reading skills

- Skim the text to get the general idea - Scan the text to get some specific details 3 Attitudes: - To encourage Ss to work harder - To provide Ss some motivation

II PREPARATION

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - Reading at home III PROCEDURE

1 Class organization: (1 minute) 2 Check up: (5 minutes)

The use of the present simple and the present progressive and the tasks? 3 New lesson: (35 minutes)

Inform Ss of the lesson objectives: Read and understand the text about roles in the family PRE READING

1 Look at the pictures and answer the questions

Let Ss work in groups, the task

the mother is doing the washing up the father is tidying up the dinning table the first daughter is cleaning the floor

the second daughter is cleaning the refrigerator Yes they are because they the housework together all members of the family share the housework

WHILE READING

2 Read the text below and decide which of the following is the best title for it

Let Ss read the three heading a, b, c first and make sure they understand all of them

Ask Ss to read through the text once without stopping at the words that they don't know the meaning

Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text

Help them eliminate the choice that is only one aspect of the text

c Sharing housework makes the family happier - be considered + a + N/to be

- woman's duty - the rest of the family - help out

- be good for all the relationships within the family - be good for sb as individual - psychologist - realise enormous benefits

- well/better at school - become more sociable - have better relationships with sb

- learn good skills - be more responsible - tend to V - overall good people - see sb Ving - care about sb - put all of the housework on sb

- contribute to the household chores

- be vulnerable to illness - think about divorce - work together on household chores

- positive atmosphere >< negative

- set a good example for sb - find a way to st - work well together - be critical of each other 3 Look again at the text Can you

understand the words from the context? Tick the appropriate meaning for each word from the text

Let Ss read the text again, understand the words: sociable, vulnerable, critical,

1 sociable - friendly

2 vulnerable - able to be easily physically, emotionally or mentally hurt

3 critical saying that st is bad enormous - very very large

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI enormous and tend

4 What does "it" in line 11 and line 14 mean?

Ask Ss to work in pairs, find out what "it" refers to in each sentence

Line 11: c - the husband doing housework

Line 14: b - the time when everyone work together in the house

5 Answer the questions

Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words

Let Ss read the text again and locate the parts of the text where they can get the answers

1 children benefit why better relationship What may happen family benefit

1 They better at school, become more sociable, and have better relationships with their teachers and friends

2 Because it shows that they care about their wives and that makes their wives happy

3 They may fall ill easily or may think about divorce There is a positive atmosphere for the family POST READING

6 Discuss with a partner

Put Ss in groups of four and let them discuss the questions freely

1 I have some problems/ difficulty/ trouble in organizing the time and the order of my housework logically and scientifically

2 Sharing housework makes my family members closer to each other

4 Consolidation: (3 mins) - Vocabulary related to sharing the household chores

- Reading skills: skimming, scanning, guessing the meaning (words/phrases) through context 5 Homework: (1 min) - Vocabulary related to sharing the household chores

- Reading skills: skimming, scanning, guessing the meaning (words/phrases) through context - Do the task again - Read Unit - Speaking at home

IV SELF-EVALUATION:

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SPEAKING – Chores I like!

1 Language focus: - Vocabulary related to the topic of household chores

- To provide learners different expressions of like and dislike 2 Skills: - To promote Ss to develop their speaking skills

- To help Ss develop the skill of working in pairs and groups

- Teaching method: Communicative language teaching 2 Students: - Read through English Unit - Speaking at home III PROCEDURE

Distinguish the use of the present simple and the present progressive and the tasks again 3 New lesson: (35 minutes)

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead-in

Ask Ss to brainstorm with the key work housework

Suggestions: - peel the potatoes

- run to the shop/ get some eggs

Do as appointed

- Do/share the housework/household/domestic chores/ tasks/duties

- split/divide/handle the household chores - prepare breakfast, lunch, dinner

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI - help sb with the dinner

- empty the

dustbin/dishwasher/waste-bin - clean the refrigerator/cooker - put the toy away

- throw out empty bottles - be responsible for the family/household finances - work to earn money

- the cooking, shopping, laundry, washing up, gardening, dusting, ironing, cleaning, heavy lifting, washing

- shop for groceries - make the bed - water the plants - water/feed the pets - clean/mop/sweep the house, the floor, the patio - hoover the sitting room - tidy up the house - take out the rubbish, garbage

- look after/raise the children - lay/clear/wipe the table - wash the dishes/clothes - hang the washing out - iron/fold the clothes - give st a wipe/ clean 1 Which household chores do

you like and which you dislike? Why?

Ask Ss to work by themselves, write at least household chores they like and they dislike then add a reason

More Suggestions:

- mop/tidy up the house It make me tired/It's tiring

- the laundry It's time consuming

- the ironing It's not easy I sometimes burn the clothes

Do as appointed Like: - cooking I like eating/cooking

- sweeping the floor It's easy/not too hard /I like seeing the house clean after I sweep it

- lay the table I like seeing delicious food on the table

- the ironing I like to be well-dressed/I like my clothes to be in good conditions

- water the plants/feed the pets I love animals/ I love green plants in my house

- take out the rubbish - It helps to protect the environment Dislike: - cleaning the bathroom It's dirty

- wash the dishes I often break things when I the washing up

- the cooking It's hot and I sometimes cut myself 2 Match Mai's answer with

Anna's question and practise the dialogue

Let Ss work in pairs Ask them to read all the questions and guess the answer

Do as appointed

What household chores you every day ? Which of the chores you like doing the most? What you like about it?

Which of the chores you dislike doing the most? c a d b

3 a Have a similar conversation with a partner. Find out which chores she/he likes or dislikes and why.

Ask Ss to interview their friends and note down on the sheet of paper

- Name: - Household chores: - Likes Reason - Dislike Reason

3 b Report to the class about your partner's likes and dislikes

Ask Ss to go to the board, look at their note and report the result to the class

- Do as appointed

What household chores you every day? Which of the chores you like doing the most? What you like about it?

Which of the chores you dislike doing the most?

Like/ enjoy/ fancy/ be interested in/ feel like/ love/ be fond of/ be keen on

Dislike/ hate/ don't like/ detest/ - Do as appointed

I have just interviewed about the household chores he/she does in the family

She/He often

She/He likes because She/He dislikes because

4 Consolidation: (3 mins) - Vocabulary related to household chores one likes and dislikes - Speaking skills: making a dialogue based on the sample, interviewing, reporting 5 Homework: (1 min) - Vocabulary related to household chores one likes and dislikes

- Speaking skills: making a dialogue based on the sample, interviewing, reporting - Do the task again - Read Unit - Listening at home

IV SELF-EVALUATION:

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LISTENING – Family Life – Changing Roles

1 Language focus: Vocabulary related to the topic of family life - changing roles 2 Skills: - To promote Ss to develop their listening skills

- Teaching method: Communicative language teaching 2 Students: - Read through English Unit - Listening at home III PROCEDURE

2 Check up: (5 minutes) - Ask some pairs of Ss to make the interview and report again 3 New lesson: (35 minutes)

Write down two words wife/woman and husband/man and ask Ss to note down the role of them in the past and in present time

Do as appointed

Woman/wife Man/Husband - all the housework - not share any

- be responsible for child- housework

raising/ be financially - go out to work and earn dependent money/ breadwinner - not have much power in - have the total power in both the society and both the society and

family family

- go out to work and look - earn money and share after the family the housework

- have better education, - fair attitude toward have more power in both women

the society and family 1 Look at the chart and discuss the

changes in weekly hours of basic housework by married men and women in the USA

Ask Ss to work in pairs, look at the chart and discuss the changes in the weekly hours of basic housework by married men and women in the USA

Do as appointed

In 1976, married women in the USA did four times as much housework as married men

In 2012, married women in the USA did three-fifths of the housework and married men did the rest

From 1976 to 2012 the weekly hours of basic housework done by married men increased greatly This means that married men in the USA tend to share more and more housework with their wives

2 Listen to a family expert talking about how the role of men and women in families have changed and decide whether the following is T or F

1 children raising: Both parents have equal responsibility to nurture and to take care of the children

2 Breadwinning: Husband's and wife's careers are equally important Housework: The household chores should be equally divided between the wife and the husband

Do as appointed

1 T T T F T Tape script

Today we'll discuss the changes in roles performed by men and women in the family Changes in family life have made men's and women's roles more alike than ever as the wives are also be responsible for the family finances

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI Recreation: Both partners have an

equal chance at time for their own interests and of course, to be with each other

Experts have found out that families that can keep to those four principles of "equally shared parenting" become happier and the divorce rate is the lowest amongst them

Because men and women's role in families have become more alike, for couples to balance their work and family life, perhaps, "equally shared parenting" is the best solution "Equally shared parenting" means the "conscious and purposeful sharing" in domains of life:

3 Work in pairs Match the word and phrase with appropriate meaning

Let Ss work in pairs to match the word and phrase with its appropriate meanings

Do as appointed

1 e b c d a

Provide Ss with the tape script and ask them to fill in the blank

1 alike sole involved balance equally divorce 4 Listen again and answer the

question

Ask Ss to read the question carefully and then answer the questions

1 They are not the only breadwinner in the family, and they get more involved in housework and parenting Both are responsible for family finances, home making and parenting

3 The families become happier and the divorce rate amongst them is the lowest

4 Consolidation: (3 mins) - Vocabulary related to the topic - Listening skills

5 Homework: (1 min) - Vocabulary related to the topic of family life - changing roles - Listening skills - Do the task again - Read Unit - Writing at home IV SELF-EVALUATION:

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WRITING – Many hand-made light work

1 Language focus: Vocabulary related to the topic sharing the housework 2 Skills: - To promote Ss to develop their writing skills

- Teaching method: Communicative language teaching 2 Students: - Read through English Unit - Writing at home III PROCEDURE

2 Check up: (5 minutes) Ask some pairs of Ss to make the interview and report again 3 New lesson: (35 minutes)

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1 Work in pairs and discuss the

meaning of the saying "Many hands make light work"

Ask Ss to the task

Do as appointed

This saying means if many people share a piece of work, it will become easy for everybody This also applies to doing housework in the family If all members contribute to housework, each won't have to much

2 Read the text about Lam's family

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GIÁO ÁN GI NGẢ D YẠ MƠN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI Ask Ss to the task Mum: most of the cooking and grocery shopping

Lam: doing the laundry, taking out rubbish, cleaning the fridge, laying the table for meals, sweeping the house and feeding the cat (share with sister) An: helping mum prepare meals, wash the dishes, laying the table for meals, sweeping the house and feeding the cat (share with brother)

3 Read the text again and answer the question

Ask Ss to the task

1 There are four people in Lam's family

2 Both parents work and the children spend most of their time at school

3 They split the housework equally in the family The father

5 Yes, they do, they it willingly

6 The burden is not on one or two people, so everyone has time to relax

4 Make your family chore chart, then using the ideas in the chart, write a paragraph about how people in your family share housework based on the idea on the chart

Do as appointed

- work individually to make family chore chart - make an outline of the paragraph

- exchange their writing for peer comment Introduction (Q 1, 2) Body (Q 3, 4) Conclusion (Q 5, 6)

4 Consolidation: (3 mins) - Vocabulary related to the topic - Writing skills

5 Homework: (1 min) - Vocabulary related to the topic of sharing household chores - Writing skills - Do the task again

- Read Unit - Communication and Culture at home IV SELF-EVALUATION:

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COMMUNICATION AND CULTURE

1 Language focus: To provide learners some communication samples and cultural items

2 Skills: - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups

- Teaching method: Communicative language teaching

2 Students: Read through English Unit - Communication and Culture at home III PROCEDURE

2 Check up: (5 minutes) Ask some Ss to go to the board and read their writings 3 New lesson: (35 minutes)

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Communication

Discussion - who does what in your family?

1 Look at the pictures and say what is each person doing

Ask Ss to the task

Mr Pham Hoang c, e, g Mrs Mai Lan: a, f Mr Nguyen Nam: b, d

Tape script

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GIÁO ÁN GI NGẢ D YẠ

MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI

2 Listen to the TV talk show Who said what?

Ask Ss to read the statements

Play the recording Ss listen and the task

The man is doing his housework: the cooking, cleaning and laundry The woman is doing her housework: the cooking, ironing, cleaning, laundry, and looking after the children They are too busy and tired of their household chores They look unhappy and They are easy to get angry

3 Work in groups Discuss the questions Then report your group's opinions to the class.

Ask Ss to the task

Nam, a teacher and Ms Mai Lan, a doctor Now We'll hear what they think the roles of the wife and husband are in today's society Mr Pham Hoang?

Mr Pham Hoang: Well, in my opinion, in the family, the husband is the provider while the wife if the homemaker Her job is to look after everyone in the family and take care of the house to make sure it's clean and neat and that the family has good meals every day TV host: So you mean the wife has to most of the housework? What you think Ms Mai Lan?

Ms Mai Lan: Well I don't think so Women's roles have changed They also work to share the financial burden with their husbands, so their husbands should share the household duties with them

TV host: I see What you think, Mr Nguyen Nam? Mr Nguyen Nam: I agree with Ms Mai Lan Homemaking can't only be the job of the wife or the husband Both should join hands to provide for the family and to make it happy

Do as appointed Culture

Read the two test about family life in Singapore and in Vietnam and answer the questions

- Ask Ss to the task

- Two students read out the texts - take note new words

nuclear family >< extended family child minder = baby sitter

nursing home

Questions Answers

in Singapore In Vietnam Type of family nuclear family extended family Child caring Nursery Grandparents or

school or child great

minder grandparents Old-person Nursing home Children or

caring grandchildren

Educating Taking part in Helping children children activities of with their

Parent homework, Support Group giving them or Parent advice on Teacher behaviour Association

4 Consolidation: (3 mins) - Discussion the change in women's and men's roles - Family life in Singapore and in VN

5 Homework: (1 min) - Discussion the change in women's and men's roles

- Family life in Singapore and in VN - Do the task again - Read Unit - Looking back and Project at home

IV SELF-EVALUATION:

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LOOKING BACK AND PROJECT

1 Language focus: - To help students revise what they have learned in unit 1

- To a small project in which they can develop their speaking skills 2 Skills: - To develop their communication skills and cultural understanding

- To develop the skill of working in pairs and groups

- Teaching method: Communicative language teaching 2 Students Read through English Unit - Looking back and Project III PROCEDURE

2 Check up: (5 minutes) Ask Ss to go to the board talk about family life in Singapore and in VN 3 New lesson: (35 minutes)

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES LOOKING BACK

Pronunciation

- Play the recording and let Ss listen and write

/tr/, /br/ and /kr/ above the word that has the corresponding consonant cluster sound Then, put Ss in pairs to practise reading the sentences

Vocabulary

1 What are the people doing?

- Let Ss work in pairs to write the name of the chore under each picture

2 Use the words/phrases to complete the text

- Ask Ss to read the text carefully, using the context clues to decide which word/phrase can be used

Grammar

1 Finish the sentences with either the present simple or the present continuous

- work in pairs to finish these sentences 2 Work in groups Discuss the following questions

Put Ss in groups to discuss the questions

- Do as appointed

cream /kr/ brushed /br/ crashed /kr/ tree /tr/ traffic /tr/ try /tr/ created /kr/ brother /br/ brown /br/ bread /br/ breakfast /br/ brave /br/ travelling /tr/ train /tr/ true /tr/ crime /kr/ increasing /kr/

- Do as appointed

1 preparing meals shopping for groceries doing the laundry taking out rubbish cleaning the toilet doing the washing-up doing the ironing sweeping the house watering house plants 10 feeding the cat - Do as appointed

1 does the cooking shops for groceries does the heavy lifting laundry

5 ironing takes out the rubbish sweeping the floor/house lays the table does the washing up

- Work in pairs, the task

1 am writing/ miss am looking after looks/ is wearing am cooking

5 are you reading people in your family - Work in groups, the task

PROJECT Do a survey

Ask Ss to the survey

Work in groups, compare your findings and reports to the class.

Let the groups have some time together the assemble the results of their survey

4 Consolidation: (3 mins) - Revise what Ss have learnt in unit 1 - Do a survey and report the result 5 Homework: (1 min) - Revise what Ss have learnt in unit

- Do a survey and report the result

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IV SELF-EVALUATION:

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PERIOD 09 UNIT 2: YOUR BODY AND YOU

GETTING STARTED - An apple a day

1 Language focus: - To help learners get started with some language items in Unit 2 - For vocabulary, that is words and phrases related to illnesses and health - For pronunciation, that is how to pronounce /pr, pl, gr, gl/

- For grammar: the future simple and going to and the revision of the passive voice 2 Skills: - To help learners get started with skills in Unit

- Reading: Read about acupuncture

- Speaking: Speak about getting rid of bad habits - Listening: Listen to a text of choosing a healthy diet - Writing: Write about what to eat and not to eat

3 Attitudes: - To help Ss get started for Unit with the topic "your body and you" - To provide Ss some motivation

II PREPARATION

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - getting started at home III PROCEDURE

2 Check up: (5 minutes) Revise vocabulary, grammar, pronunciation of unit 3 New lesson: (35 minutes)

Ask Ss to make a list of healthy and unhealthy things

- Healthy things: fruit, fruit juice, milk, vegetable, vitamin, fish, beef, physical exercise - Unhealthy things: wine, beer, coffee, cigarette, lack of physical exercise

1 Listen and read

Alzheimer's disease

boost = rise = encourage = promote brain's memory function

- take notes some new words saying = idiom = proverb sick = ill

lose weight >< gain weight / put on weight disease = illness = sickness = malady

incredible = unbelievable = amazing/surprising get a disease

2 Work in pairs read the conversation again and answer the question

Ask Ss to work in pairs and the task

Asks Ss to give the reasons for their answers

- Work in pairs, answer the questions

1 This saying means apples in particular and fruits in general are good for our health

2 Eating apples or drinking apple juice can bring about main benefits: helping you to lose weight, build healthy bones and prevent diseases like cancer

3 It affects memory or the brain

4 He feels surprised at the benefit of apples and apple juice

3 Listen and repeat the words/phrases

Ask Ss to listen to the recording and repeat the words/phrases

prevent disease bones weight brain boost healthy

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI best medicine

Ask Ss to work in groups to report on a time when laughter was the best medicine for them

to retake it, I felt really upset and ashamed of myself I avoided meeting my friends and just stayed at home during summer holiday, but my close friend was very helpful and sympathetic She encouraged me and cheered me up by telling me jokes and making me laugh The laughter really helped and I could be more comfortable and confident 4 Consolidation: (3 mins) - Benefits of apples and apple juice mentioned in the conversation

5 Homework: (1 min) - Benefits of apples and apple juice mentioned in the conversation - Practice the conversation - Do the task again - Read Unit - Language at home IV SELF-EVALUATION:

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LANGUAGE

1 Language focus: - To provide learners some language items in Unit 2

- For vocabulary, that is words and phrases related to illnesses and health 2 Skills: To promote Ss to develop the skill of working in pairs and groups

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - language at home III PROCEDURE

2 Check up: (5 minutes) Ask some Ss to write some new words and the tasks again 3 New lesson: (35 minutes)

1 Matching the words and phrases with their definitions below.

a Matching

b Practise saying the names of the systems

Asks Ss to take turns to say the name of the systems

- Take notes some new words

circulatory system be made up of blood vessels digestive system break down the food we eat respiratory system breathe in oxygen breath out carbon dioxide skeletal system support our body

protect our organs nervous system controller feel emotions c d b e a 2 Which system the body parts

below belong to?

Ask Ss to work in pair Put body parts in correct systems

- Do as appointed

1 circulatory system: blood/ heart digestive system: stomach/ intestine respiratory system: breath/ air/lung skeletal system: bone/ spine

5 nervous system: skull/ brain/ nerve/ thinking PRONUNCIATION

1 Listen and repeat

Play it again with pauses for them to repeat each word

Do as appointed

/pr/ print /pl/ plough /gr/ gradual /gl/ glance 2 Read these sentence aloud

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the sentences GRAMMAR

1 Read the following about will and be going to

Let Ss read through the use of will and going to

- Do as appointed

Give examples or explanation if necessary

2 Identify the use of will and be going to

Ask them to give clues for their answers

- Work in pairs, the task 1 3 3 Put a tick for an appropriate

sentence and a cross for an inappropriate one

Ask Ss to work in pairs, read the sentence and the task

1 x (2) v (4) v (6) v (5) x (5) v (4) v (5) v (1) 4 Complete the following sentences

with the right form of will/ be going to

- Ask Ss to work in pairs and the task

1 is going to rain/will (6/4) won't (2) will/ is going to (4/6) are going to (5) will (4) are going to (5) will (1) am not going to 4 Consolidation: (3 mins) - Vocabulary related body parts and systems

- Will Vs be going to - The pronunciation of /pr, pl, gr, gl/ 5 Homework: (1 min) - Vocabulary related body parts and systems

- Will Vs be going to - The pronunciation of /pr, pl, gr, gl/ - Do the task again - Read Unit - Reading at home IV SELF-EVALUATION:

……… ………

READING - Acupuncture

1 Language focus: To provide learners some vocabulary related to acupuncture 2 Skills: - To promote Ss to develop their reading skills

- Skim the text to get the general idea - Scan the text to get some specific details

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - Reading at home III PROCEDURE

2 Check up: (5 minutes) Ask some Ss to distinguish the use of will and be going to 3 New lesson: (35 minutes)

Inform Ss of the lesson objectives: Read and understand the text about acupuncture PRE READING

1 Look at the picture and title, do you know anything about acupuncture

Work in groups, the task

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MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI

Let Ss work in groups, the task WHILE READING

2 Read the text below In pairs or groups, choose the three most interesting things you learnt about acupuncture.

Let Ss read the text and the task

Ask Ss to report their result to class

- Work in groups, as appointed

+ one of the oldest medical treatment in the world + can ease pain and treat from simple to complicated ailments

+ There are more than 2000 acu-points where hair- thin needles are placed

+ is considered to be very safe

+ is used as a reliable alternative to modern medicine by a lot of people

+ an estimated 8.2 million American adults have tried acupuncture

3 Read the text quickly and find words which are closest in meaning to the following

Let Ss read the text again, work in pairs and the task

1 diseases = ailment stop = ease pressure point = acupoint care = precaution choice = alternative cure = treatment proof = evidence enhance = promote 4 Read the text again and answer the questions

Ask Ss to work in pairs, read the text again and answer the questions

1 It's promoting harmony between humans and the world around them and a balance between jin and jang

2 It is believed to promote the body's natural healing capacities and enhances its functions There are more than 2000 nowadays

4 They are soreness, slight bleeding or discomfort

5 Those who have electrical or electronic medical devices inside them Acupuncture is considered as a reliable alternative to modern medicine POST READING

5 Do you know any other alternative therapies like yoga, acupressure, head massage or aromatherapy

Put Ss in groups, ask them give information they know about other alternative therapies

Ask Ss to report

Yoga consists of light or medium physical exercise which helps to enhance your strength and healing capacities

Like acupuncture, Acupressure affects your acupoints However, It's considered to be safer It helps to release/ease pressure, stress and tiredness

Head massage helps to release pressure, stress and tiredness, helps blood to circulate better

The aromatherapy use fragrance to make us feel comfortable, it helps us to reduce stress

4 Consolidation: (3 mins) - Vocabulary related to acupuncture and other alternative therapies - Reading skills: skimming, scanning, guessing the meaning through context

5 Homework: (1 min) - Vocabulary related to acupuncture and other alternative therapies - Reading skills: skimming, scanning, guessing the meaning through context

- Do the task again - Read Unit - Speaking at home IV SELF-EVALUATION:

……… ………

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SPEAKING

1 Language focus: - To provide learners some vocabulary related to good and bad habits - To provide learners different expressions of giving advice and suggestions 2 Skills: - To promote Ss to develop their speaking skills

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - Speaking at home III PROCEDURE

2 Check up: (5 minutes) Ask some Ss to talk about acupuncture 3 New lesson: (35 minutes)

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1 Which of the following

habits are good for you?

Let Ss to discuss in groups and find out which habits are good for them and which are bad for them?

Do as appointed

There are a lot of habits which are good for us They are being thankful, keeping a routine, doing regular exercise, never giving up, saving money, and reading regularly

On the other hand, some habits such as staying up late, smoking, watching TV all day, littering, and eating what you like are bad for us

2 Discuss why some of the habits are good for you, why some are bad for you How can you stop the bad habit?

Ask Ss to work in groups to discuss the questions

Do as appointed

There are a lot of reasons why some habits are good for us Firstly such habits as doing regular exercise and keeping a routine are good for our health Besides some habits such as reading regularly help us to enrich our knowledge In addition, other habits make us to behave better and live more independently

Most of bad habits often affect our health, make us tired and reduce our strengths

There are some things we can to stop a bad habits First of all, we should make a list of negative effects of that habit Besides, We must find out an alternative to that habit For example, instead of watching TV too much, you can read books, go out with your friends and take part in other outdoor activities Last but not least, We are advised to hang out with people who don't have that bad habit

3 Look at the following text and read the advice Do you think you could follow it? Why or why not Ask them to read the text and discuss with their partner to answer the questions

Do as appointed

We could follow some of these tricks to get rid of bad habits - swap good habits for bad ones

- think of the benefits you will have when you get rid of a bad habit

- shake up your routine slightly 4 Choose one bad habit and

make a list of do's and don'ts Ask Ss to work in groups and the task

- Do as appointed Kick staying up late

Do's Don'ts

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MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI Do exercise Get up late

Kick smoking

Do's Don'ts

Make a list of dangerous effects of smoking

Chew sing gum whenever you want to smoke

Only go to non-smoking places

Hang out with smokers

Put/place cigarettes within your reach 4 Consolidation: (3 mins) - Vocabulary related to good and bad habits

- Expressions of giving advice and suggestions

- Speaking skills: discussing in pairs and groups, reporting the result to class

5 Homework: (1 min) - Vocabulary related to household chores one likes and dislikes - Vocabulary related to good and bad habits

- Expressions of giving advice and suggestions

- Speaking skills: discussing in pairs and groups, reporting the result to class - Do the task again - Read Unit - Listening at home

IV SELF-EVALUATION:

……… ………

LISTENING – The Food Pyramid

1 Language focus: To provide some vocabulary related to food pyramid and a healthy diet 2 Skills: - To promote Ss to develop their listening skills

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - Listening at home III PROCEDURE

2 Check up: (5 minutes) Ask some pairs of Ss to talk about good and bad habits 3 New lesson: (35 minutes)

Let Ss make a list of food and drink that are good and bad for us

Do as appointed

Good Bad

vegetable/ fruit/ fish meat/ oil/ coffee milk/ fruit juice/ beer and wine/ mineral water alcoholic drink 1 What you usually have for

lunch and dinner? Do you care about the nutritional value of the things you eat?

Ask Ss to work in pairs, discuss and answer the questions

Do as appointed

I often have rice, meat, and sugary drink

I rarely have vegetable and fruit juice for my lunch and dinner

We know little about the nutritional value of the things we eat

2 Look at the picture below What do you think the listening is about? Now listen

Let Ss work in groups and describe the food pyramid

Do as appointed

Look at the food pyramid we can see that in order to control our weight, we should not only have a healthy diet but also regular exercise

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI Play the tape twice

more foot from the bottom part of the pyramid (vegetable, fruit, whole grains) and fewer from the top (red meat, refined grains, potatoes, sugary drink and salt)

3 Listen again and decide whether the statements are T or F

Let Ss work in pairs to this task

Do as appointed

1 F – simple T F - fewer/ at the bottom T F - a quarter of

4 Listen again divide the plate into sections and label which food should be in each section

Ask Ss to work in groups and this task

- Do as appointed

Vegetable (varied) whole fish, nut grains poultry,

beans

4 Consolidation: (3 mins) - Vocabulary related to food pyramid and a healthy diet - Listening skills

5 Homework: (1 min) - Vocabulary related to the topic of family life - changing roles - Vocabulary related to food pyramid and a healthy diet

- Listening skills - Do the task again - Read Unit - Writing at home IV SELF-EVALUATION:

……… ………

WRITING

1 Language focus: - To provide learners some vocabulary related to healthy foods and drinks - To instruct Ss different expression of thanks, asking for and giving advice 2 Skills: - To promote Ss to develop their writing skills

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - Writing at home

III PROCEDURE

2 Check up: (5 minutes) Ask Ss to talk about different sections of a healthy dinner plate 3 New lesson: (35 minutes)

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1 Build a list of food from your

own experience Ask Ss to the task

- Do as appointed 2 Read the fact below Do you

have some of these foods on your list?

Ask Ss to read the text More:

- Read the text and note down new words

- allergies: shellfish, mussel, shrimp, crab, seafood, milk, wheat, soya, peanuts

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI - sleepiness: dairy product, cottage

cheese, milk, soy product: soy milk, tofu, honey, almonds, banana, poultry, whole grains, beans, rice, avocado, sesame, flaxseed, papayas

tea, alcoholic drink, refined sugar, white flour, salt, saturated fats, processed food, junk food, fast food containing synthetic additives

- sleeplessness: caffeine containing coffee, cocoa, strong tea, coffee, alcohol, fatty/spicy food, (MSG (monosodium glutamate), artificial colours, flavourings)

3 Write inquiries for advice on the diet

Ask Ss to work in groups and the task

Or:

Dear expert,

I have just had my appendix out/ appendicitis operation last week/ and I was wondering if you could advise me what to eat and not to eat so that I can recover quickly.

Many thanks

Peter

Dear expert,

I have been an expectant woman for two months and I really wonder which foods are good and which are not good for me and my baby I would be very grateful/thankful if you could give me some information about this.

Thank you

Linda Dear expert,

I am going to have my stomach operation next week and I know that what I eat may have some effect on my recovery after the operation Could you give me some advice on this. Thank a lot

James 4 You are the food specialist, give

advice Ask Ss to work in groups to this task

Ask Ss to exchange their writing for peer comment

Do as appointed Dear Linda,

Pregnancy is a very important and sensitive period on which foods and drinks have great influences They provide nutrition and necessary substances for the development of the baby.

You are advised to eat whole grains with fish, beef, poultry or red meat which make up half of your plate in your major meals They will provide you and your baby enough amount of protein.

For the other half of the plate, you should eat vegetables and fruits which are rich in vitamins and fibres.

Besides, you drink about litters of water, or fruit juice per day This ensures that you and your baby are well hydrated.

Three glasses of milk each days will provide you and your baby with carbohydrate and micro-substance

You shouldn't smoke during you pregnancy in case your baby may be defected or mentally retarded.

You shouldn't drink caffeine containing and alcoholic drink.

4 Consolidation: (3 mins) - Vocabulary related to the topic of sharing household chores - Writing skills

5 Homework: (1 min) - Vocabulary related to the topic of sharing household chores - Writing skills - Do the task again

……… ………

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1 Language focus: To provide learners some communication samples and cultural items 2 Skills: - To promote Ss to develop their communication skills and cultural understanding

3 Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II PREPARATION

Discussion - who does what in your family?

1 Look at the pictures Which parts of the body does each activity benefit?

2 In pairs or groups, discuss why these activities are healthy

Ask Ss to read the statements

Play the recording Ss listen and the task

3 Work in groups Choose a system of the body and make a list of all activities that are good for it

- Do as appointed

Picture 1, 2, 3: People are doing physical exercise Picture 4: People are swimming and diving

These activities benefit various parts of our body They are good for skeletal system, circulatory system respiratory system, nervous system and digestive system

- Do as appointed

They stimulate our bones, joints and muscles and us to reduce pressure and tiredness (skeletal system) , cause the blood to circulate better (circulatory system), help us to control our breath (respiratory system), make us feel comfortable and relieved so that we can think reasonably(nervous system), help us to break down/digest the food quickly, burn calories (digestive system)

- Do as appointed Culture

1 Read about the health beliefs and practices in two different countries. - Ask Ss to the task

2 Discuss the similarities and differences in health beliefs and practices between the two countries

3 Do you know any traditional therapy (treatment without medicine)? Share the basic ideas Ask Ss to work in groups, talk about acupuncture

- Two students read out the texts - take note new words

balance >< imbalance Herbal medicines

indigenous/local folk practices cost-effective

- Do as appointed

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4 Consolidation: (3 mins)

The similarities and differences in health beliefs and practices between two countries

5 Homework: (1 min) - Discussion the change in women's and men's roles

- Discuss the similarities and differences in health beliefs and practices between two countries - Do the task again - Read Unit - Looking back and Project at home

IV SELF-EVALUATION:

……… ………

1 Language focus: - To help students revise what they have learned in unit2

- To a small project in which they can develop their speaking skills 2 Skills: - To promote Ss to develop their communication skills and cultural understanding

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - Looking back and Project III PROCEDURE

2 Check up: (5 minutes) To talk about health beliefs and practices in VN and in Indonesia 3 New lesson: (35 minutes)

Pronunciation

/pr/, /pl/,/gr/,/gl/ above the word that has the corresponding consonant cluster sound Then, put Ss in pairs to practise reading the sentences

Vocabulary

Complete the following sentences with a word or phrase about the body

- Let Ss work in pairs to this task Grammar

Underline the word in italics that best completes the sentence

- Ask Ss to work in pairs to the task

- Do as appointed

prince /pr/ play /pl/ prime /pr/ producing /pr/ glance /gl/ pray /pr/ grimm /gr/ grounding /gr/ growth /gr/ grass /gr/ ground /gr/

- Do as appointed

1 brain lung/heart digestive skeletal respiratory stomach nervous

- Do as appointed

1 will become (4) is used

2 are broken down and converted won't go (3) is going (5) are supported by

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PROJECT

1 Go round the class and ask other students to rank the order of importance of the following categories in staying healthy.

- Do as appointed

Diets/ Personal hygiene/ Medical Care/ Leisure Activities

(23)

GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI Ask Ss to work in groups and the

task

2 Report your findings to the class Let Ss to present the findings in front of the class

In Lan's opinion

is the most important to stay healthy Next is

it is followed by

is more important than is less important than is the least important 4 Consolidation: (3 mins) - Revise what Ss have learnt in unit 2

- Discuss the question and report the result 5 Homework: (1 min) - Revise what Ss have learnt in unit

- Discuss the question and report the result - Do the task again IV SELF-EVALUATION:

……… ………

PERIOD 17 WRITTEN TEST I

1 Language focus: - To test and mark the students - To get feedback from the students 2 Skills: To help Ss develop their skills to MCQ tests

3 Attitudes: To give Ss the motivation to learn hard for their exam II PREPARATION

1 Teacher: - Testing aids: Lesson plan, test papers - Testing method: Multi-choice questions 2 Students: Prepare for the test at home

III PROCEDURE

1 Class organization: (1 minute) 2 Check – up: (omitted)

3 Testing fields: (43 minutes)

* Vocabulary: Unit – FAMILY LIFE Unit – YOUR BODY AND YOU * Grammar: The present simple vs the present progressive/ Will vs be going to V * Reading skills: Nuclear family vs Extended family/ Healthy diets

* Listening skills: The role of family in our lives/ Advices on good habits

* Writing skills: The role of men and women in modern families/ How to kick a bad habit 4 Test matrix:

Knowledge/ Skills Numbers of

Questions PointsTotal easy Levels of questionsfair hard very hard

1 Listening (1.0) (0.75) (0.5) (0.25)

2 Pronunciation (0.5) (0.5) 0

3 Use of language 12 (1.0) (1.25) (0.5) (0.25)

4 Reading 2 (0.5) (1.0) (0.5) (0.5)

5 Writing 2 (0.5) (0.5) (1.0)

Total 37 10 12 (3.0) 12 (3.0) (2.0) (2.0)

5 English Paper: IV SELF-EVALUATION:

……… ………

PERIOD 18 TEST CORRECTION

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1 Language focus: - To help Ss revise the knowledge - To get feedback from the students 2 Skills: To correct Ss’ errors if necessary

1 Teacher: - Teaching aids: Lesson plan, answer keys - Teaching method: Communicative 2 Students: Look at their test paper at home

III PROCEDURE

2 Check – up: (omitted) Some Ss go to the board, some tasks again 3 Testing correction: (40 minutes)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Gives the answer keys

- Explains some knowledge - Answers Ss’s questions

- Compare the answer keys with their performance - Revise some knowledge

- Ask questions

4 Consolidation: (3 minutes) - Vocabulary in unit and unit

- The present simple vs the present progressive - Will vs be going to V 5 Homework: (1 minute) - Unit - Getting started

IV SELF-EVALUATION:

……… ………

PERIOD 19 UNIT 3: MUSIC

GETTING STARTED - Live on Stage

1 Language focus: - To help learners get started with some language items in Unit 3 - For vocabulary, that is words and phrases related to music

- For pronunciation, that is how to pronounce /est, nt,Ə eit/ - For grammar, that is compound sentences and infinitives with to 2 Skills: - To help learners get started with skills in Unit

- Reading: Read about TV show

- Speaking: Exchange opinions about TV show - Listening: Listen to communication about music - Writing: Write a biography

3 Attitudes: - To help Ss get started for Unit with the topic "music" - To provide Ss some motivation

II PREPARATION

1 Class organization: (1 minute) 2 Check up: (omitted)

3 New lesson: (40 minutes)

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1 Listen and read

- Read the conversation, take notes new word

pop star/ teen idol/ excite female fans/ look passionate on stage/ deceiving/ platinum album/ biography/on the Internet/ win second place in the Idol Contest/ home country/ become popular/ homemade/

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GIÁO ÁN GI NGẢ D YẠ MƠN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI

Explain new words if necessary views/ solo artist/ single/ debut album/release = publish

2 Work in pairs Decide whether the statements are true (T), or false (F) and tick the correct box.

Asks Ss to give the reasons for their answers

Work in pairs, the task T F F F T 3 Read the dialogue again and give

answer to the questions

Ask Ss to work in pairs, and the task

Work in pairs, ask and answer the questions They are talking about a young pop star

2 He looked shy and passionate

3 He won second place in an Idol contest His mother did

5 They gained over 10 million views

6 He had four singles enter top 40 before his first album

4 Find the adjective which describe the teen idol and write them down then discuss their meanings

Ask Ss refer back to the conversation and the task

shy: not at ease with other people

passionate: having a keen enthusiasm or intense desire for st

talented: a person with good natural ability popular: widely liked or appreciated

well-known: famous 5 Reread the dialogue Circle the

verbs which are followed by infinitives

decide to buy began to post

the first solo artist to have four singles 4 Consolidation: (3 mins) - The young pop star mentioned in the conversation

5 Homework: (1 min) - Do the task again - Read Unit - Language at home IV SELF-EVALUATION:

……… ………

LANGUAGE

1 Language focus: - To help learners get started with some language items in Unit 3 - For vocabulary, that is words and phrases related to music

- For pronunciation, that is how to pronounce /est, nt,Ə eit/ - For grammar, that is compound sentences and infinitives with to 2 Skills: To promote Ss to develop the skill of working in pairs and groups 3 Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II PREPARATION

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - language at home III PROCEDURE

1 Use the word in the box to complete the definitions

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ

AN H 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI

Ask Ss to the tasks and compare the results

with their partner fan clip

2 Discuss the equivalent Vietnamese meanings of the words from a to g Ask Ss to work in pair and finish the task

Work in pairs, the task

1 c a b d f e g

3 Use the words to make sentences about the music or singers you know

Ask Ss to work in groups, and make sentences from given words

Let Ss present their results

1 My Linh is a one of the most popular solo singers in VN

2 " " is My Tam's debut album

3 A lot of photos taken at Ho Ngoc Ha's Live Show were posted on the Internet 4 Expand your vocabulary Add more related

words

Ask Ss to work in groups, add more related words Let Ss present their results

Music: concert, album, live show, solo, single, video clip, band, orchestra, musician, singer, composer,

Contest: competition, audience, judge, fan, star, singer, pageant

PRONUNCIATION

1 Read the conversation in getting started again Circle words that have the ending sounds /est, nt, Ə eit/

Let Ss read the conversation again and the task

Work in groups, the task passionate

talent contest 2 a Listen and repeat

Play the recording and let Ss listen

Play it again with pauses for them to repeat each word

Do as appointed /est/ contest / nt/Ə achievement /eit/ stage

2 b Listen again and circle the word you hear. Ask Ss to read the word in rows

Play the recording and let Ss listen to the sentences and circle the word they hear

- Do as appointed

passionate/best talent/different guest/date/ test achievement/ parent 3 Can you write down some more words for

each ending

- Work in groups, as appointed request/ development/ penetrate GRAMMAR

Compound sentences

1 Match the conjunctions and, or, but, so with their meanings

Let Ss work in pair and the task

2 Match each heading with the correct end Ask Ss to work in groups of four and the task

- Work in pairs, the task d c

3 a b

- Work in groups of four, the task

1 c e a

4 b f d

GRAMMAR

Infinitives Use the infinitive to complete the following sentences

Let Ss work in pairs to give the answers

1 to sing to make to sleep Ride to buy 4 Consolidation: (3 mins) - Vocabulary related to music

- Compound sentences, infinitives with to - The pronunciation of /est, nt,Ə eit/ 5 Homework: (1 min) - Vocabulary related to music

- Compound sentences, infinitives with to - The pronunciation of /est, nt,Ə eit/ - Do the task again - Read Unit - Reading at home IV SELF-EVALUATION:

……… ………

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READING - A Global Smash hit

1 Language focus: To provide learners some vocabulary related to music 2 Skills: - To promote Ss to develop their reading skills

- Skim the text to get the general idea - Scan the text to get some specific details

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - Reading at home

III PROCEDURE

The use of and, or, but, so; some students note down structures with to 3 New lesson: (35 minutes)

Let Ss brainstorm the names of some current contest TV shows

What are your favourite TV contest shows?

* Do as appointed, answer the question freely Have you seen Vietnam Idol?

Sao Mai Television Singing Contest? The Voice?

What you think about them? 1 Look at the logos Are you familiar

with them? Tell a partner what you know

Idol: A Global Smash Hit - great success in the world

Ask Ss to work in groups and discuss what they know about the logos

More: c Vietnam Idol is a part of the Idol Franchise of the original reality program Pop Idol by Simon Fuller The first season of Vietnam Idol aired on May 23 2007 on HTV and the fourth season aired on August 17, 2012

* Do as appointed

a Pop Idol, created by the British entertainment executive Simon Fuller, is a music competition which began on British ITV on October 2001 to select the best new young pop singer in the UK based on viewer voting and participation

b Who wants to be a millionaire or informally called Millionaire is an American TV quiz show based upon the British program of the same title, which offers a maximum prize of $ 1,000,000 for correctly answering a series of consecutive multiple choice questions

2 Read the text below discuss the significance of these years 2001, 2002, 2007 and 2012

Ask Ss to read through the text once without stopping at the words that they don't know the meaning

Ask them to work in pairs to find out the significance of these years

* Do as appointed

2001: the year that Pop Idol was first launched in the UK

2002: The beginning of the American Idol 2007: The first season of Vietnam Idol 2012: The fourth season of Vietnam Idol 3 Circle the appropriate meaning for

each word from the text

Let Ss read the text again, find out the words from the text

Ask Ss to work in pairs, choose the answers

* Do as appointed

1 b a

3 a a

5 b 4 Ask and answer the questions

Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to

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4 Consolidation: (3 mins) - Vocabulary related to Idol Contest

- Reading skills: skimming, scanning, guessing the meaning through context 5 Homework: (1 min) - Do the task again - Read Unit 3- Speaking at home IV SELF-EVALUATION:

……… ………

SPEAKING - Talking about TV Show

1 Language focus: - To provide learners some vocabulary related to the topic of TV show - To provide learners different expressions of like and dislike

2 Skills: - To promote Ss to develop their speaking skills

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - Speaking at home

III PROCEDURE

2 Check up: (5 minutes) Ask some Ss to talk about the history of Idol Contest 3 New lesson: (35 minutes)

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1 Read the following TV blurbs.

Complete the table with the notes from each show then compare and contrast the show with a partner

Ask Ss to work by themselves, complete the table then share their answer with their partner

Do as appointed VN Idol

- To find a pop star

- The winner will be chosen by a celebrity panel and home viewers

- The winner will get a recording contract with VNR records

Who Want to be a Millionaire

- To find a winner who will get a big sum of money

- The winner will answer a series of general knowledge questions

- The amount of prize-money increase with the number of questions

2 Imagine you are a TV producer You are creating a new show Make a list of details about your show

Let Ss work in groups, develop their imagination to create a TV show Let representatives from different groups to go to the board and give their presentations

Do as appointed

Show name: Laughter's Show Show type: Entertainment TV Show

Time: 45 minutes, Saturday evenings from 8.00 - 8.45 - To find out the winner who can refrain from laughing when participants are put into humorous situations - The winner will be awarded a 30-day traveling tour around VN

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- Speaking skills: making discussion, comparison and distinction; presenting in front of the class 5 Homework: (1 min) - Vocabulary related to TV show

- Speaking skills: making discussion, comparison and distinction; presenting in front of the class - Do the task again - Read Unit - Listening at home

IV SELF-EVALUATION:

……… ………

LISTENING - Inspirational Music

1 Language focus: To provide some vocabulary related to the topic of inspirational music 2 Skills: - To promote Ss to develop their listening skills

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - Listening at home III PROCEDURE

2 Check up: (5 minutes) Ask some Ss go to the board and talk about their TV show 3 New lesson: (35 minutes)

Ask Ss to write down different kinds of music that they know Ask them what kinds of music they like:

Do as appointed/ Pop music/ Folk music/ Country music/ Rap/ Hip-Hop 1 Do you know these artists? Discuss

their name

Ask Ss to work in pairs, look at the picture and give the names of these artists

Do as appointed

1 Trinh Cong Son Luu Huu Phuoc Michael Jackson Elton John 2 Listen to the following song excerpt.

Tell your partner what you thought about and how you felt while you were listening to it

Play the tape once

Do as appointed

That's the song Tien Quan Ca by Van Cao

I feel excited, patriotic and proud of my country whenever I hear this song

Listen to the recording and work in pairs to the task

3 Now listen to the conversation between Anna and Nam What are the speakers talking about? Circle the best answer.

Play the tape twice

Do as appointed C

The speakers are talking about favourite songs Listen to the recording and work in pairs to the task

4 Listen again and answer the question Ask Ss to read the question carefully and then answer the questions

1 "I have a dream" by Abba Inspirational songs

3 His favourite songs inspire him and he can learn lessons from them

4 Rap or Hip-hop 5 Work with a partner Tell him/her

about your favourite music Give reasons

Ask Ss to work in pairs, talk about their

Do as appointed

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI favourite music I like hip hop because it's strong and exciting It

makes me become more active Whenever I listen to hip hop I just want to dance and jump

4 Consolidation: (3 mins) - Vocabulary related to the topic of Inspirational music - Talk about your favourite music - Listening skills

5 Homework: (1 min) - Vocabulary related to the topic of Inspirational music - Talk about your favourite music - Listening skills

- Do the task again - Read Unit - Writing at home IV SELF-EVALUATION:

……… ………

WRITING - Write a biography

1 Language focus: To provide learners some vocabulary related to biography 2 Skills: - To promote Ss to develop their writing skills

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - Writing at home

III PROCEDURE

2 Check up: (5 minutes) Ask some Ss to talk about inspirational music and their favourite music 3 New lesson: (35 minutes)

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1 Do you know this man? Read the

following paragraph Match each of them with the corresponding headings

Explain the word biography

Do as appointed b

2 c d a 2 Work with a partner to ask and answer questions

Do as appointed

1, Van Cao was born in 1923 in Hai Phong It was Tien Quan Ca

4 He died in 1995 in HN Answers vary

He was one of the greatest Vietnamese composers, a man of many talents and devoted all his life to the career of music

3 Write a biography, using one of the fact files

Ask Ss to the task

Do as appointed

Luu Huu Phuoc was born on September 12, 1921 in Can Tho He was one of the most famous figures in culture He is remembered as a composer of many lively patriotic wartime songs, children songs and the occasional opera

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI member of the National Assembly He also worked as the chairman of the Committee of Culture and Education of the National Assembly of the Social Republic of VN After his death, he received the most rewarding prize, HCM Prize

Luu Huu Phuoc is regarded as one of the most prominent culture figures during the national liberation movements He diedon June, 16, 1989 in HCM City

4 Consolidation: (3 mins) - Vocabulary related to writing a biography - Writing skills: write a biography

5 Homework: (1 min) - Do the task again

……… ………

1 Language focus: - To provide learners some communication samples and cultural items 2 Skills: - To promote Ss to develop their communication skills and cultural understanding

1 Match the name with the picture

Ask Ss to the task

2 Read and complete the sentence using the names above

Ask Ss to read the sentence and work in pairs to the task

3 Listen to the recording, ask and answer the questions

Ask Ss to read the questions and check understanding

Play the tape twice

Do as appointed

a Chopin b Elvis Presley c Michael Jackson d Tchaikovsky e Johann Strauss f Van Cao

Do as appointed

1 Johann Strauss Tchaikovsky Elvis Presley Van Cao

5 Chopin Michael Jackson Do as appointed

1 Their are three speakers

2 They are talking about a local entertainment programme

3 It is going to take place in the City Opera Mai will buy the ticket

Culture

1 Read the texts and the task that follow

- Ask Ss to the task

- Two students read out the texts - Take note new words

mono chord back

vocal

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GIÁO ÁN GI NGẢ D YẠ MÔN

the table

TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI Vietnam Indonesia

Folk music Pop music Four singers Eight singers

Bamboo flutes, s36- Both traditional and stringed musical modern musical instrument instruments: drums flutes,

electric guitars, organs 3 Listen to the music Ask and

answer the following questions Let Ss to work in pairs and the task

Do as appointed

1 Nhu Co Bac Ho Ngay Vui Dai Thang Pham Tuyen

3 Answers vary

Yes I like it It's a good song about HCM President

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - Looking back and Project III PROCEDURE

2 Check up: (5 minutes) Ask some Ss to talk about family life in Singapore and in VN 3 New lesson: (35 minutes)

Pronunciation

1 Listen and repeat the following sentences

/est, nt,Ə eit/ above the word that has the corresponding consonant cluster sound Then, put Ss in pairs to practise reading the sentences

2 Listen and write down the words Vocabulary

1. Complete the text with the appropriate words from the box

- Do as appointed

/est/ /әnt/ /eit/ - Do as appointed

1 passionate /eit/ talented /әnt/ confident /әnt/ modest/est/ - Do as appointed

1 It came from Bac Ninh in the 13th century

2 A pair of female singers sing a challenging phrase and a pair of male singers respond by singing a matching phrase The order is reserved in the next round with a different melody

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI 2 Read the text

- Ask Ss to read the text carefully, using the context clues to decide which word/phrase can be used

3 Describe

Grammar

1 Complete the following compound sentences

- Ask Ss to work in pairs to finish these sentences

2 Read the following sentences. Underline the incorrect form of the verb

Put Ss in groups to discuss the questions Rewrite the incorrect sentences

1 Quan Ho Singing is a kind of Vnese folk music which originated in the 13th century and was recognised by

UNESCo in 2009

2 Dangdut music is a kind of exciting Indonesia pop music which is played with a combination of traditional and modern musical instruments such as drums, flutes, electrical guitars and organs

* Do as apppointed

1 I will not be able to go to the concert tomorrow night

2 Let me to explain what the music except means He asked me sing a few songs by Van Cao His performance makes me to fall asleep

5 My sister never agrees to let me to go to the rap show

- Work in groups, the task

1 I will not be able to go to the concert Let me explain

3 he aske me to sing

4 His performance makes me fall My sister never agree to let me go PROJECT

Research a song of Quan Ho Singing or a Dangdut song Think about the following questions

- Do as appointed

Where did it originate? How long has it been popular? What are its influences? Do you like it?

4 Consolidation: (3 mins) Revise unit 3, research & present to the class 5 Homework: (1 min) - Do the task again - Read Review at home IV SELF-EVALUATION:

……… ………

PERIOD 27 REVIEW UNIT 1,2,3

PERIOD

1 Language focus: - To help students revise what they have learned in unit 1, 2, 3 - To give them a chance to practice

- Teaching method: Communicative language teaching 2 Students: Read through Review 1

III PROCEDURE

2 Check up: (5 minutes) Ask some Ss to go to the board talk about Quan Ho Singing 3 New lesson: (35 minutes)

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Language

Vocabulary

1 Match the phrases in A with the

Do as appointed

1 c d

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GIÁO ÁN GI NGẢ D YẠ MÔN

TIẾ NG ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI

correct one in B b

2 Complete the conversation, using the

words from the box * Do as appointed1 lift weights go rollerblading exercise exercise

5 watch TV Pronunciation

3 Write the words in the correct columns and read them aload

* Do as appointed

Tr: train, traffic, travel, treat, trash Kr: crash, credit, critical, cream, crime Pl: play, plum, please, plough, place Gl: glide …

Ant: statement Eit: create, late

4 Consolidation: (3 mins) Revise what Ss have learnt in unit 1, 2, 3 5 Homework: (1 min) - Revise what Ss have learnt in unit 1, 2,

- Read Review at home IV SELF-EVALUATION:

……… ………

PERIOD 28 REVIEW UNIT 1,2,3

PERIOD

1 Language focus: - To help students revise what they have learned in unit 1, 2, 3 - To give them a chance to practice

- Teaching method: Communicative language teaching 2 Students: Read through Review 1

III PROCEDURE

2 Check up: (5 minutes) Ask some Ss to go to the board talk about Quan Ho Singing 3 New lesson: (35 minutes)

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Grammar

4 Put the verbs into the correct form Do as appointed1 is coming – don’t want don’t make – am studying speaks – is speaking am – will bring

5 isn’t working/ doesn’t work – will fix 5 Write the following sentences without

changing the meaning of the given sentences

Do as appointed

1 This road isn’t used very often David is not often invited to parties Fruit juice is included in the menu Mr Miller’s room is cleaned every day The music can be heard from far away 6 Match the beginnings in A with the

ends in B Do as appointed1 c d e

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5 Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, - Read Review at home

IV SELF-EVALUATION:

……… ………

B He had his car repaired last week C He wanted to repair his car last week D He asked for a repairman last week

Choose the best answer to fill in each gap to complete the sentences: Câu 11 John helping him carrying the package

A thanked me for B said thank you me C asked me to D told me to thank Câu 12 The teacher accused the boy not listening to what she was explaining

A of B for C with D to

Câu 13 They on the street when it rained

A walked B walking C were walking D was walking Câu 14 Jack and Kate have been married for 25 years already Tomorrow will be their Silver

A celebration B birthday C part D anniversary Câu 15 They volunteer to work in remote or areas to provide education for children

A low B high C mountainous D mountain Câu 16 Michael: "

a very friendly smile."

?" John: "Well, she's not very beautiful But she's got bright eyes and A What are her personalities B What is she look like

C What does she like D What does she look like Câu 17 Jane expected to the university, but he wasn't

A admitting B being admitted C to admit D to be admitted Câu 18 Would you mind for a moment?

A waits B waiting C wait D to wait Câu 19 My sister sees him

A visited his uncle every Sunday B to visit his uncle every Sunday C visits his uncle every Sunday D visit his uncle every Sunday Câu 20 "What kind of volunteer work are you participating in?" - - " "

A Yes, I was participating in helping sick people B We took part in helping sick people C We're helping people in mountainous areas D No, we don't enjoy volunteer work Câu 21 What would you like to drink? -

A Yes, please B Coffee, please C Thank you D No, I don't Câu 22 He Japanese before he started to study French in 2006

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Câu 23 out of the window, he saw the cat climbing over the fence.

A Being looked B To look C Look D Looking Choose the underlined word or phrase (A, B, C, or D) that needs correcting:

Câu 22 John congratulated us of passing our exam

A B C D

Câu 23 I couldn't make my car to start this morning

A B C D

Câu 24 He said if the weather was bad tomorrow, the match would be postponed

A B C D

Câu 25 Everyone are wearing black this year because it's fashionable

A B C D

Choose a word in each line that has the underlined part pronounced differently from the rest:

Câu 26 A champion B chemistry C changeable D church Câu 27 A usefulness B unhealthy C university D usually Câu 28 A wanted B visited C handicapped D

decided Câu 29 A award B area C agree D arrange Listening: You are going to listen to people talking about their birthday.

Task 1: Listen and check whether they have had their birthdays or not this year Tick (√) the

correct answers.

Name Yes No

00 Ted √

30 Jill 31 Sue 32 Brian

Task 2: Listen again then check what activity each person or will each person for his or her

birthday party Circle the best answers A, B, or C.

33 Ted

A have a party B study for exams C meet friends 34 Jill A go to her parents’ house B go on a trip by herself C go to New York 35 Sue

A have a barbecue B go out to dinner with friends C stay at home alone 36 Brian

A meet friends B have a busy day C have a family party 37 Write a paragraph to describe a person you admire most.

IV SELF-EVALUATION:

……… ………

PERIOD 30 TEST CORRECTION II

1 Language focus: - To help Ss revise the knowledge - To get feedback from the students 2 Skills: To correct Ss’ errors if necessary

1 Teacher: - Teaching aids: Lesson plan, answer keys - Teaching method: Communicative 2 Students: Look at their test paper at home

III PROCEDURE

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GIÁO ÁN GI NGẢ

D Ạ MÔN TI NGY Ế ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

- Gives the answer keys - Explains some knowledge - Answers Ss’s questions

- Compare the answer keys with their performance - Revise some knowledge

- Ask questions

4 Consolidation: (3 minutes) - Vocabulary in unit and unit

- The present simple vs the present progressive - Will vs be going to V 5 Homework: (1 minute) - Unit - Getting started

IV SELF-EVALUATION:

……… ………

PERIOD 31 UNIT 4: FOR A BETTER COMMUNITY

GETTING STARTED - Who needs our help?

1 Language focus: - To help learners get started with some language items in Unit 4 - For vocabulary, that is words and phrases about volunteer work

- For pronunciation, that is how to pronounce /nd, ng, nt/

- For grammar, that is irregular past tense verbs, the past simple and past progressive 2 Skills: - To help learners get started with skills in Unit

- Reading: Read about why people volunteer work - Speaking: Talk about local community development - Listening: Listen to an announcement for volunteers - Writing: Write an application letter for volunteer work

3 Attitudes: - To help Ss get started for Unit with the topic "volunteer work" - To provide Ss some motivation

II PREPARATION

1 Class organization: (1 minute) 2 Check up: (omitted)

3 New lesson: (40 minutes)

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1 Listen and read

Ask Ss listen to the recording and read the conversation Explain new words if necessary

- Read the conversation, take notes new word volunteer (n, v) volunteer work voluntary voluntarily

disadvantaged by chance advertisement for volunteer positions be hopeless at math meaningful 2 Read the dialogue again

and give answer to the questions

Ask Ss to work in pairs, and the task

Read the dialogue again

Work in pairs, ask and answer the questions at p.m yesterday afternoon

2 He was teaching children at the Happy Mind Charity Centre Yes, he was At first, many of his children couldn't read and write

4 It's useful to the society and meaningful We raised funds to help the poor

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4 Consolidation: (3 mins) - Talking about volunteer work - Practice the conversation 5 Homework: (1 min) - Talking about volunteer work - Practice the conversation

- Do the task again - Read Unit - Language at home IV SELF-EVALUATION:

……… ………

LANGUAGE

Date of planning: ……/……./2018 Date of teaching: ……/……./2018 I AIMS/OBJECTIVES OF THE LESSON

1 Language focus: - To help learners get started with some language items in Unit 4 - For vocabulary, that is words and phrases about volunteer work

- For pronunciation, that is how to pronounce /nd, ng, nt/

- For grammar, that is irregular past tense verbs, the past simple and past progressive 2 Skills: To promote Ss to develop the skill of working in pairs and groups

3 Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II PREPARATION

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - language at home III PROCEDURE

1 Read the conversation again, find the adjectives

- Do as appointed

-ed: disadvantaged, interested, excited -ing: interesting, exciting

-ful: useful, helpful, meaningful -less: hopeless, meaningless 2 Use the words in the brackets with

their appropriate form

Ask Ss to work in pair and finish the task

Work in pairs, the task

1 meaningless interested hopeless useful excited/ meaningful exciting PRONUNCIATION

1 Listen and repeat

Play the recording and let Ss listen Play it again with pauses for them to repeat each word

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI 2 Practise saying the following

sentences

Ask Ss to read the sentences Correct mistakes if necessary

- Do as appointed

GRAMMAR

1 Rewrite the sentences in the past tense, using the time expression in the brackets

Let Ss work in pair and the task

1 I wore Jeans to school yesterday

2 My sister and I bought a lot of clothes last summer My father read newspapers in bed last night My mother made my bed last Sunday

5 I wrote letters to my grandparents yesterday afternoon

2 Match 1-5 with a-e and complete the sentences in the past simple or the past continuous

Let Ss work in pairs to give the answers

1.were walking/started was talking/asked lost/ were playing were sitting/took rang/ was having

4 Consolidation: (3 mins) - Vocabulary related to volunteer work - Irregular past tense verbs, the past simple and past progressive - The pronunciation of /nd, ng, nt/

5 Homework: (1 min) - Do the task again - Read Unit - Reading at home IV SELF-EVALUATION:

……… ………

READING - Why people volunteer?

1 Language focus: To provide learners some vocabulary related to volunteer work 2 Skills: - To promote Ss to develop their reading skills

- Skim the text to get the general idea - Scan the text to get some specific details 3 Attitudes: - To encourage Ss to work harder - To provide Ss some motivation

II PREPARATION

- Teaching method: Communicative language teaching 2 Students: Read through English Unit - Reading at home

III PROCEDURE

The use of and, or, but, so; some students note down structures with to and bare infinitives 3 New lesson: (35 minutes)

TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP

- Raise the question “Why people volunteer?”

- Elicit students’ opinions, and encourage different viewpoints - Lead sts in to new lesson

BEFORE YOU READ Activity

- Introduce the title of the reading text and elicit the reasons why people volunteer

- Ask students to tick the reasons they may read about in the text and then compare their choices with their partners’

- Ask some students to share their opinions with other

BEFORE YOU READ Activity

- Listen to the T

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI students in the class, encourage different viewpoints

WHILE YOU READ Activity

- Ask students to scan the text and check their predictions in Activity

- Check students’ answers, asking them to give clues from the reading text

- Expected answers: a, √ b, X c, √ d, X e, √ f, √ Activity

- Ask students if they remember strategies to deal with this reading exercise – Gapped text or Missing Sentences

- Elicit strategies from students and repeat them if necessary

- Ask students to this activity individually and then compare with a partner

- Check students’ answers and give further explanation if necessary

- Expected answers: D A B C Activity

- Ask students to look back at the reading text to locate the highlighted words

- Ask students to guess the meaning of each of these highlighted words, based on the context

- Have them choose their meaning, then compare their choices with other friends

- Check students’ answers

- Expected answers: A B C B A

WHILE YOU READ Activity

- Scan the text and check their predictions in Activity

- Give the answers

- Check and correct the answers Activity

- Read the text quickly to get general ideas of what it is about

- Read the removed sentences Think about the meaning of these sentences and make sure they match the meaning of the text before and after the gaps

- Make sure that the extra sentence doesn’t fit in any of the gaps If it does, check your work again

Activity

- Look back at the reading text to locate the highlighted words

- Guess the meaning of each of these highlighted words, based on the context

- Give the answers AFTER YOU READ

Activity

- Let students work in pairs to discuss the statements - Elicit different ways to express giving opinions that students know Add more if necessary

- Remind students to take turns speaking, not letting one keep speaking and the other keep listening

- Call on some pairs to perform in front of the whole class

AFTER YOU READ Activity

- Work in pairs to discuss the statements

- Present in class 4 Consolidation: - Vocabulary related to Volunteer

- Reading skills: skimming, scanning, guessing the meaning through context 5 Homework: - Do the task again - Read Unit 4- Speaking at home

IV SELF-EVALUATION:

……… ………

SPEAKING

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I Objectives:

1 Knowledge: - To speak about volunteers and volunteer work - Discuss in pairs/ groups about related topic 2 Skills: - To help learners get started with skills in Unit

- Reading: Read about why people volunteer work - Speaking: Talk about local community development - Listening: Listen to an announcement for volunteers - Writing: Write an application letter for volunteer work

3 Educational aims: - To help Ss get started for Unit with the topic "volunteer work" - To provide Ss some motivation

II Methods: - Integrated, mainly communicative III Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil… IV Procedures:

1 Class organization:

2 Old lesson checking: Checking new words of the previous lesson. 3 New lesson:

- Asks Ss to work in pairs to answer the questions Have you taken part in volunteer work?

2 What kinds of volunteer work you often do? Sets the scene: Supposed you are a volunteer and now you decide which activities are volunteer and talk about them

WARM UP

-Work in pairs for mins, then give answers freely

Eg: ? Helping people in remote and in the mountainous areas

? Helping old or sick people

? Taking part in directing the trafic… PRE – SPEAKING

- Ask students to look at the pictures on this page and name the activities in these pictures Students should comment whether these activities are useful to the community or not

Activity

- Ask students to work by themselves to look at some activities for community development and to match them with the reasons why they are important

- Check students’ answers

- Call on individual students to read aloud these activities and give the reasons why they are important

PRE – SPEAKING

- Pay attention to teacher and then answer;

Funding

Bringing things (clothes) to the needy Raising fund or taking opinions

WHILE SPEAKING Activity

- Have students work in pairs to discuss why the activities in Act are important for community development

-Ask students to prepare ideas to support their reasons

- Students may have different viewpoints Encourage these differences, providing that they support their opinions properly

Activity

- Have students work in groups and look at Activities for community development in Act

- Ask members of each group to rank the activities in the order of importance

- Encourage them to discuss to decide on the three

- Work in pairs to discuss why the activities in Act are important for community development

Activity

- Work in groups and look at Activities for community development in Act

- Rank the activities in the order of importance

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GIÁO ÁN GI NGẢ D YẠ MƠN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI most urgent/important things to in their local area

and explain why

- Ask students to practice using Useful phrases in speaking

their local area and explain why

POST SPEAKING Activity

- Each group chooses a presenter from their group to present the group’s decisions to the whole class - Other students in the class may raise questions to ask the presenter for further explanations

- Ask the class to vote for the group with the best decisions

POST SPEAKING Activity

- Present the group’s decisions to the whole class

- Vote for the group with the best decisions

4 Consolidation: - Vocabulary related to Volunteer

- Reading skills: skimming, scanning, guessing the meaning through context 5 Homework: - Do the task again - Read Unit 4- Listening at home

V Self-Evaluation:

……… ………

LISTENING

Date of planning: ……/……./2018 Date of teaching: ……/……./2018 I Objectives:

1 Knowledge: - Words and phrases related to volunteers and volunteer work

- Listening to an announcement for volunteers to get specific information 2 Skills: Listening: Listen to an announcement for volunteers

3 Educational aims: - To help Ss get started for Unit with the topic "volunteer work" - To provide Ss some motivation

II Methods: Integrated, mainly communicative.

III Teaching aids: - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV Procedures:

2 Old lesson checking: Checking new words of the previous lesson. 3 New lesson:

- Put the vocabulary items on the board in any order, eg:

war valid, martyr, intersection, the aged, orphanage, remote…

- Ask the Ss to work in pairs to answer the questions then asks them to run to the board, as a representative

- Give a Vietnamese translation for one of the words on the board The first team to hit the correct word gets the point, ready for the next word…

- Call on some to give the answers aloud in front of the class

- Lead sts into new lesson

WARM UP

- Look at the words on the board - Discuss in pairs for mins

- One is a representative and changes, ready for the next word quickly… to get more points to be winner

PRE – LISTENING

- Ask students to look at the pictures to see what the people in these pictures are doing and why they are doing these activities

Activity

PRE – LISTENING

- Pay attention to teacher and then answer

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10

– H CỌ KÌ I – HÊ Đ IƠ MỚI

- Have students discuss the questions with a partner - Students are encouraged to speak about the needy in the community

- Call on one or two ss to share their stories

- Speak out the needy

- Tell students to match the words with their definitions, then decide the parts of speech of these words

- Have students compare with their friends - Check students’ answers

- Expected answers:

Public service announcement (noun phrase) Donate (v) Non-profit

Activity

- Have students guess their answers, encouraging all possible guesses and explanations

- Write the students’ guesses on a corner of the board so that they can see if their guesses are correct later

- Play the recording and let students the activity

- Check students’ answers If many students in the class have the same incorrect answers, play the recording again and stop at the place where students can get the correct answers

- Expected answers: T F F F T Activity

- Have students listen to the announcement again and the activity

- Check students’ answers - Expected answers: C A B

WHILE SPEAKING Activity - Work in pairs to the task

- Give the answers

- Check and correct the answers

Activity

- Firstly, work individually to listen to the recording and the class

- Compare the answers with a partner

- Give the answers

- Check and correcting the answers

Activity

- Listen again and the task in pairs

- Give the answers

- Check and correct the answers POST SPEAKING Activity

- Have students work in groups to ask and answer the questions

- Encourage students to share their personal experience or intentions to volunteer or community service

POST SPEAKING Activity - Work in groups to ask and answer the questions

- Share their personal experience or intentions to volunteer or community service

4 Consolidation: - Vocabulary related to Volunteer

- Reading skills: skimming, scanning, guessing the meaning through context 5 Homework: - Do the task again - Read Unit 4- Writing at home

……… ………

WRITING

1 Language focus: - To provide learners some vocabulary related to biography 2 Skills: - To promote Ss to develop their writing skills

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2 Students: Read through English Unit - Writing at home III PROCEDURE

2 Check up: (5 minutes) Ask some Ss to talk about inspirational music and their favourite music 3 New lesson: (35 minutes)

- Divide the class into small groups to complete the sentences about writing formal letters in English You write your address in…… of the letter

2 The address of the receiver should be written on… , starting below our address

3 When the letter starts Dear Sir/ Madam, you end it with ……

4 You should leave a …between paragraphs

Introduce: Today we are going to learn how to write a

formal thank – you letter Now we’re going to revise the characteristics of a form letter.

WARM UP

- Work in pairs and give the answers in each group A peer stands up to give the answers with the others

1 the top right-hand corner 2 left

3 “yours sincere”,/ “yours faithfully”,

4 space

- The group which has many correct answers will be winner Others declare for the winner PRE – WRITING Activity

- Ask students to read the letter and find out the reason why Quan wrote it

- Students read and discuss with their friends - Check students’ answers

- Expected answers: He wanted to apply for the volunteer teaching job

PRE – WRITING Activity - Read the letter and find out the reason why Quan wrote it

- Give the answers WHILE WRITING Activity

- Have students read the letter again and answer the questions

- Check students’ answers by asking them to read their answers aloud and correct the wrong answers if there are any

- Expected answers:

1 He saw the advertisement in the Youth Newspaper on February 22nd.

2 He taught a group of primary students in his area He taught them for two months

4 He is creative, patient, and has great love for children He can give four references

6 He can start teaching from next month Activity

- Have students read the different purposes of each paragraph of an application letter

- Have students read the letter again to match each paragraph in the letter with its purposes

- Check students’ answers - Expected answers:

Para 1-b Para 2-c Para 3- d Para 4- a Activity

- Ask students to read the job advertisement and answer the questions about this job advert

- Check students’ answers - Expected answers:

2 Reliable and hard-working

WHILE WRITING Activity - Read the letter again and answer the questions

- Work by themselves first then compare the answers with other students

Activity

- Read the different purposes of each paragraph of an application letter

- Read the letter again to match each paragraph in the letter with its purposes

- Check and correct the answers Activity

- Read the job advertisement and answer the questions about this job advert

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI Welcoming guests and receiving donations for the

organization with their partners

POST WRITING Activity

- Have students read the activity Students may work in pairs or groups to brainstorm the ideas for the letter - Go around and helps students when needed

If time is available, writing can be done in class If not, this can be assigned as part of the homework

POST WRITING Activity - Work in pairs or groups to brainstorm the ideas for the letter

4 Consolidation: (3 mins) - Vocabulary related to writing a letter - Writing skills: write a letter

5 Homework: (1 min) - Do the task again

- Read Unit - Communication and Culture at home V SELF-EVALUATION:

……… ………

1 Look at the list of activities Which of them are necessary for community development in your area?

Ask Ss to the task

2 Work in groups, exchange your opinions

Asks Ss to work in groups to the task

Do as appointed

- helping the old and the sick

- helping handicapped and disadvantaged children - Taking part in directing the traffic

- Taking care of war invalids and the families of martyrs

Do as appointed

What is the most important volunteer activity in your area?

I think it's protecting the environment is the most important

Really? I think directing the traffic is the most important

Culture

1 What you know about this man - Ask Ss to the task

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Gandhi and answer the questions

Ask Ss to work in pairs and the task He was born in 1869 in India2 He fought for the rights of coloured people in general and the Indians in particular

3 He helped to make the British leave India so that India became independent in 1947 He also fought for the rights of poor people and women in India

3 Work in groups talk about a person who contributed to the development of your local area/country Share your ideas with your group.

Let Ss to work in groups and the task

Do as appointed

1 Ho Chi Minh President Dr Ton That Tung

4 Consolidation: (3 mins) Talk about Mahatma Gandhi and famous volunteers 5 Homework: (1 min) - Talk about Mahatma Gandhi and famous volunteers

- Do the task again - Read Unit - Looking back and Project at home V SELF-EVALUATION:

……… ………

- Teaching method: Communicative language teaching 2 Students; Read through English Unit - Looking back and Project III PROCEDURE

2 Check up: (5 minutes) Ask Ss to talk about Mahatma Gandhi and other famous volunteers 3 New lesson: (35 minutes)

Pronunciation

Listen and circle the word you hear - Play the recording and let Ss listen and circle the word they hear with /end, ant/

Vocabulary

Choose the word from the box to complete the following sentences Let Ss this vocabulary exercise in pairs or groups of

Grammar

1 Write the sentences Use the past simple or the past progressive form of the verbs

- Do as appointed B A B B B B

* Do as appointed

1 meaningless excited meaningful interesting donate disadvantaged

* Do as appointed

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MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI

- Ask Ss to work in pairs to finish the task

2 Read the text about Tilly Smith and put the verbs in the past simple or the past progressive

Put Ss in pairs to this task

3 Read the text again and answer the following questions

3 It started to rain while we were walking home from school

4 Were you listening when the teacher called your name?

5 He was walking along the corridor when he saw a job advertisement on the notice board

* Do as appointed

1 was having realised was sitting recognized wanted was happening told ran

9 was 10 didn't kill * Do as appointed

1 She was a school girl from Surrey England She was interested in geography

3 The sea water suddenly receded from the shoreline, which is a symptom of a tsunami

4 She told her parents about the possible tsunami, and her father warned other people on the beach and the staff at the hotel where they were staying about it Student's own answers

PROJECT

Ask Ss to work in groups, so they can share the workload

Do as appointed

Find someone or place in their community who/that needs help

Find out the problems and suggest solutions

Work out what they can to help and make a plan 4.Consolidation: (3 minutes) - The pronunciation of /end, ant/

- The past simple vs the past progressive

- Vocabulary related to the topic volunteer work

5.Homework: (1 minute) - Vocabulary related to the topic volunteer work - Do the tasks again

V SELF-EVALUATION:

……… ………

PERIOD 39 UNIT 5: INVENTIONS

GETTING STARTED – Computers and our life

1 Knowledge: - By the end of the lesson, students are able to:

+ Use words and phrases related to the topic Inventions + Role play, practicing listening and speaking

2 Skills: - To help learners get started with skills in Unit

- Reading: Read about natural world as inspiration for inventions - Speaking: Talk about Inventions, their uses and their benefits - Listening: Listen for specific information from an interview - Writing: Write about the benefits of an inventors

3 Educational aims: - To help Ss get started for Unit with the topic "Inventions" - To provide Ss some motivation

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2 Old lesson checking (Omitted) 3 New lesson:

- Give some pictures and writes the names of these inventions on board:

a Electric cooker b Refrigerator c Television d Washing machine

e Computer f Cassette player g Air conditioner h Fax machine

- Ask sts to give name for the each modern invention

- Ask some sts to read their names aloud and then give remarks - Lead sts into new lesson

LISTEN AND READ Activity

- Ask students to look at the picture and tell them the two people in the picture are Phong and his father Let students guess what Phong and his father are talking about

- Play the recording Have students listen and read silently

- Tell students not to worry about the new vocabulary or grammar points

Activity

- Get sts to work in pairs to the task - Call on sts to give the answers on the board - Check and correct the answers

- Expected answers:

1 He promises to reward Phong if Phong passes the English test

2 Because his old mobiphone is still good

3 Computers have changed our lives in many ways: faster communication (emails), free entertainment (online games), convenient shopping (online shopping), etc

4 He will use his laptop for listening to music, chatting with friends, playing games, researching topics on the web and typing his assignment

5 (Answers may vary) Activity

- Firstly, get sts to work individually to the task - Ask sts to compare the answers with a partner - Call on sts to give the answers on the board - Check and correct the answers

- Expected answers: C A D B

LISTEN AND READ Activity - Look at the picture

- Guess what Phong and his father are talking about

- Listen to the conversation and read after silently

Activity

- Work in pairs to the task - Write the answers on the board - Check and correct the answers

Activity

- Firstly, work individually to the task

- Work in pairs to compare the answers - Write the answers on the board - Check and correct the answers 4 Consolidation: - Talking about some inventions and their benefits

- Practice the conversation 5 Homework: - Practice the conversation

- Do the task again - Read Unit - Language at home V Self-Evaluation:

……… ………

LANGUAGE

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- Understand the formation of compound nouns and their meanings - Identify the stress patterns of compound nouns and noun groups

- Use the gerunds and to infinitives to talk about the uses or purposes of something

- Use present perfect tense to describe an event or action happening in the past but having result in the present

2 Skills: - To help learners get started with skills in Unit

- Reading: Read about natural world as inspiration for inventions - Speaking: Talk about Inventions, their uses and their benefits - Listening: Listen for specific information from an interview - Writing: Write about the benefits of an inventors

2 Old lesson checking: (Omitted) 3 New lesson:

TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES VOCABULARY Activity 1

- Explain to the students that the meaning of a compound noun is not always based on the meaning of its parts

- Help them to use the dictionary to look for meanings of five compound nouns and their parts - Prepare some pictures of a video game, a smart phone, a laptop, and an e-book reader for illustration, if students don’t know these things

Key a

1 Video game: a game in which players control and move images on a screen (video: film or image; game: something you play for fun)

2 Smartphone: a mobile phone that has some functions of a computer (smart: intelligent, computer-controlled, phone: a telephone)

3 Laptop: a portable, small computer that can work with a battery (lap: top part of your leg; top: upper surface)

Activity 2

- Explain the formation of compound nouns + N + N + N + Adj + V-ing + N

- Remind sts that some compound nouns are written as one word ( e.g: bedroom), some as two words (e.g swimming pool), ans some with a hyphen (-) in between ( e.g mother-in-law )

- Get sts to complete the task in pairs - Elicit sts’ answers

VOCABULARY Activity 1 - Listen to the T’s explanation

- Figure out the meanings of five compound nouns and their parts

- Look at the pictures

Key a

4 E-book: A book that is displayed on a computer screen or an electronic device (electronic using microchips to control a small electric current; book: a written work)

5 Email: a way of sending messages to other people by using a computer (electronic: using microchips to control a small electric current; mail: post, letter)

b No, not always (e.g: laptop) Activity 2

- Listen to the T - Take notes - Work in pairs - Give the answers

- Check and correct the answers - Key b:

1 d pencil case c headphones e blackboard b food processor a washing machine

PRONUNCIATION

- Explain some simple rules of stress in syllable words

1 Đa s ố đ ng tộ ừ âm ti tế tr ngọ âm nh n ấ vào âm ti t th ế ứ

PRONUNCIATION - Listen to the T

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI Ex: En’joy - co’llect - es’cape - de’stroy -

en’joy - re’peat - A’llow - as’sist - ac’cept re’lax - a’ttract - a’ccent - Ex’plain - de’scend - for’get - a’llow - main’tain - con’sent

C hú ý : đ ngộ t t n cùừ ậ ng b ngằ ow; en; y; el; er; le; ish: tr ngọ âm âm ti t th ế ứ nh tấ

Ex: ‘offer, ‘happen , ‘answer , ‘enter , ‘listen , ‘open, ‘finish, ‘study, ‘follow, ‘narrow

2 Đa s ố danh t vàừ tính t 2ừ âm ti t tr ng ế ọ âm nh n vào âm ti tấ ế thứ

Ex: ‘mountain ‘evening ‘butcher ‘carpet ‘busy ‘village ‘summer ‘birthday ‘porter ‘pretty ‘morning ‘winter

Ngo iạ t r : ma’chine mis’take a’loneừ a’sleep Danh t ghép thường có tr ng ọ âm vào âm ti t ế :

Ex: ‘raincoat ‘tea- cup ‘film- maker

‘shorthand ‘bookshop ‘footpath ‘shortlist ‘airline Activity 2

- Play the recording

- Ask Ss to listen and tick the words they hear - Get sts to read outloud the words they hear - Check and correct b a a b a

t ghép mà t đ uầ tiên tính t hay tr ng tạ ho cặ k tế thúc b ngằ đuôi “ ed” tr ng ọ âm l iạ nh n t thấ ứ Tươ t đ ngng ự ộ t ghépừ tr ng t ghép có tr ng ọ âm nhân vào t thừ ứ : Ex: ‘home - sick ‘air- sick ‘praiseworthy ‘waterproof

‘trustworthy ‘lighting- fast ,

Nh ng : bad- ‘temper short-‘sighted well-‘ informed ups’tair well – ‘done short- ‘handed north-‘east down- ‘stream

5 Các từ k tế thúc b ngằ đuôi : how, what, where , tr ngọ âm vào âm ti tế :

Ex: ‘anywhere ‘somehow ‘somewhere

6 Các từ hai âm ti t b tế ắ đ uầ b ngằ A tr ngọ âm vào âm ti t 2ế :

Ex: a’bed a’bout a’bove a’back Activity 2

- Listen to the recording - Tick the words they hear - Read out loud the words GRAMMAR Infinitive and gerund

Exercise 1

- Get sts to recall the use of gerunds and infinitves - Have sts work in pairs and groups to complete the exercise

- Call some sts to give the answers on the board - Check and correct the answers

Exercise 2

- Explain the requirement of the task - Have 2-3 sts model the example

- Divide class into pairs and let them the activity The present perfect.

Exercise 1

- Draw the timelines on the board and explain Exercise 2

- Have sts work in pairs and groups to complete the exercise

Exercise 3

- Have sts work in pairs and groups to complete the exercise

GRAMMAR Infinitive and gerund Exercise 1

- Recall the use of gerunds and infinitves

1 getting; sending to creat; (to) contact

3 to read to play chopping; mixing to store Exercise 2

- Listen to the T

- 2-3 model the example

- Work in pairs to the activity The present perfect.

Exercise 1

- Look at the timelines on the board Exercise 2

1 b has broken d looks, has lost/lost e Do you know; have forgotten/ forget a have asked

5 c left; have disappeared Exercise 3

1 Seems Have affected Were Have encouraged Has aided Have killed Prefer 4 Consolidation: - Stress pattern: compound nouns and noun groups

- The present perfect and Infinitives and gerunds 5 Homework: - Do the task again - Prepare Unit – Reading V Self-Evaluation:

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PERIOD 41 UNIT 5: INVENTIONS READING

1 Knowledge: By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions

- Read a text about inventions based on nature for the main idea and specific information 2 Skills: Reading: Read about natural world as inspiration for inventions

- Ask students some questions:

1 What machine is used to type/ watch a film/ listen to music/ calculators/ play games?

2 Can you use computers?

WARM UP

- Listen to the teacher and answer the questions:

1 The computer Yes, I can BEFORE YOU READ

- Preteach new words

- Ask sts to read through the text to find out new words

- Explain the words’ meanings - Instructs sts to read the new words

- Call on some sts to read out loud to check their pronunciation

BEFORE YOU READ

- Read through the text to find out new words

- Take notes

- Practice reading the new words WHILE YOU READ Activity 1

- Have students in pairs to discuss what the animals in the pictures can but people can’t

- Ask students questions to help them think of some devices or equipments that people have created to allow them to what they normally cannot (e.g as people cannot fly, what have they made to help them fly??)

People have invented an aeroplane, a ship or submarine, and a waterproof raincoat to make up for what they cannot as well as these animals or leaves

Activity 2

- Ask students to read the text quickly and pick out repeated words or phrases (e.g inventions/ invent, imitating/ imitates, inspirational/ inspired)

- Tell them that repeated words in a text may reveal its main idea or general title

- Have students skim the text and choose the best title from three options

- Key: Imitating Nature

WHILE YOU READ Activity 1 - Work in pairs to discuss what the animals in the pictures can but people can’t

- Key act

Picture a: A bird can fly

Picture b: A dolphin can swim and stay underwater for a long time

Picture c: A lotus leaf does not get wet It washes water away

Activity 2

- Read the text quickly and pick out repeated words or phrases (e.g inventions/ invent, imitating/ imitates, inspirational/ inspired)

- Skim the text and choose the best title from three options

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ

ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI

Activity 3

- Ask students to read the text again and underline the six words from Activity

- Encourage students to guess the meanings of these words from context and match them with the correct definition

Activity 4

- Ask students to answer the questions individually - Key:

1 The inventions that imitate animals are the aeroplane and the submarine

2 The inventions that imitate plants are Velcro, the self-cleaning glass window and umbrella fabric The aeroplane is considered one of the greatest inventions in our history because it helps us to travel long distances in the air and encourages the development of tourism and trading

4 A submarine can help scientists to learn about life under the sea

Activity 3

- Read the text again and underline the six words from Activity

- Give the answers

- Key: B E A C F D Activity 4

- Answer the questions individually - Key:

5 The material that makes up the glass window has the ability to wash away the dirt in the rain

5 An aeroplane: “its wings and shape imitating those of a bird”

6 A submarine: “imitates a dolphin’s shape”

The Vecro: “hook and loop fastener”; “two fabrics sticking together thanks to the hooks on one surface and the loops on the other”

AFTER YOU READ Activity 5

- Discuss the question and decide which of the tour inventions is the best imitation of nature

- The invention needs to be very similar to the related animal or plant in aeroplane or function

AFTER YOU READ Activity 5

- Work in groups of or to discuss the question and decide which of the tour inventions is the best imitation of nature 4 Consolidation: By the end of the lesson, students are able to:

- Use words and phrases related to the topic Inventions

- Read a text about inventions based on nature for the main idea and specific information - Practise working in groups

5 Homework: - Do the task again V Self-Evaluation:

……… ………

SPEAKING

1 Knowledge: By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Practise a dialogue with a partner about a 3-D printer

- Discuss about inventions - Introduce some inventions in front of the class 2 Skills: Speaking: Talk about Inventions, their uses and their benefits

(53)

GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI - Ask students to work in groups to write as many words related to computers as possible in minutes Which group writes the most correct words will be the winner

-Call the representatives of each group to give the answers -Give remarks, lead into the lesson

PRE – SPEAKING Activity 1

- Ask students what they think the heading of the speaking section Unique inventions means

- Ask students to practice the conversation in pairs Activity 2

- Have students complete the table with the information from the conversation

- Explain them that the four ideas suggested in the table are the key points they need to mention when talking about an invention

- Key:

Inventions 3-D printer

Characteristics Bigger and heavier than normal printer

Use To produce solid objects similar to the originals

benefits Economical (saving lots of money)

PRE – SPEAKING Activity 1

- Brainstorm to figure out the meaning of

the heading of the speaking section Unique inventions

Activity 2

- Complete the table with the information from the conversation - Listen to the T

- Give the answers - Check the answers

WHILE SPEAKING Activity 3

- Ask students to look at the pictures of a portable solar charger and a USB stick (or flash drive) and discuss which benefits are suitable for each invention - Key

Portable solar charger: not dependent on electricity; environmentally-friendly; easy to carry, not costly USB stick: not costly; easy to use; easy to transport files

Activity 4

- Ask students to use the information in the table (in Activity 3) and talk about one invention

- Tell them that they can make some changes in the sample conversation (from 1) to make their own conversation natural and logical

WHILE SPEAKING Activity 3

- Look at the pictures of a portable solar charger and a USB stick (or flash drive) and discuss which benefits (suggested in the box) are suitable for each invention

Activity 4

- Work in pairs, use the information in the table (in Activity 3) and talk about one invention

POST SPEAKING Activity 5

- Put students in groups of or Each group chooses one invention and discusses which information they may use to introduce the invention to other groups Their talk should include information about the characteristics, use, and benefits of the invention

POST SPEAKING Activity 5

- Work in groups of 4-5 and chooses one invention and discusses which information they may use to introduce the invention to other groups

4 Consolidation: - Use words and phrases related to the topic Inventions - Practise a dialogue with a partner about a 3-D printer 5 Homework: - Do the task again - Prepare Unit - Listening V Self-Evaluation:

……… ………

LISTENING

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I Objectives:

1 Knowledge: By the end of the lesson, students are able to:

- Use words and phrases related to the topic Inventions - Discuss about inventions

2 Skills: Listening: Listen for specific information from an interview

- Show a picture of a radio and ask students to say how to when you use a radio - Listen to the students and repair their mistakes

PRE – LISTENING Activity 1

- Ask students to look at the picture and answer the guiding questions

A, What does this flying car have on both sides of its body? Does it have wheels?

B, Can it fly? Can it run on the ground? Can it move in water?

Activity 2

- Before students listen to the recording, ask them to look at words in Activity

- Explain the meanings of the words they not know - Have students listen and tick the words they hear

PRE – LISTENING Activity 1

- Look at the picture and answer the guiding questions

Activity 2

- Look at words in Activity - Listen to the T

Key: Traffic jams, collapse, garage, gallon, runway

WHILE LISTENING Activity 3

- Ask students to listen again and answer the questions

- Encourage students to take notes

- Remind them that notes are key words and ideas that can be written down quickly

- Have students compare their answers with their partner’s

Activity 4

- This task focuses on specific information about the flying car

- Ask students to guess what kind of information they may put in the gaps

WHILE LISTENING Activity 3 Key: In New York City

2 He’s a businessman

3 He’s considering owning a flying car to deal with the traffic problem

4 It’s not too big, so it can be put in a garage

5 This flying can cannot take off without a runway

Activity 4 Key Bigger

5 (in the air); (on the ground) 200 (in the air); 120 (on the ground) POST LISTENING Activity 5

- Ask students to discuss in pairs whether or not they want to own a flying car

- Draw their attention to the program with flying car (e.g in need of a runway)

POST LISTENING Activity 5

- Work in pairs to discuss whether or not they want to own a flying car

4 Consolidation: - Use words and phrases related to the topic Inventions - Practise a dialogue with a partner about a flying car - Discuss about inventions

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……… ………

WRITING

1 Knowledge: By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions

- Write about inventions based on nature for the main idea and specific information 2 Skills: Writing: write a paragraph about benefits of inventions

- Show pictures of some audio devices and ask students to name the devices - Listen to the students and repair their mistakes

A: They are the speakers B: They are the headphones C: They are earbuds PRE – WRITING Activity 1

- Work in pairs and discuss whether or not they have any of the audio devices illustrated by the pictures

- Encourage them to extend their discussion to the benefits of each kind of devices

Activity 2

- Explain to students that one way to support one idea in a paragraph is to give further explanation or an example

- Firstly, get sts to work individually to complete the task, then compare their answer with a partner for peer check - Elicit the answers from the sts - Give feedback

Activity 3

- Put sts in groups of

- Have students read the paragraph about earbuds again and complete the outline of this paragraph

- Help students to analyze the structure of the paragraph step by step

- After each group has finished their discussion, let the groups exchange their outline for peer checking

- Elicit the answers from the sts

PRE – WRITING Activity 1

e.g: the speaker can produce sound loud enough for everybody in a large room to hear; headphone and earbuds not disturb other people when you listen to music, earbuds are more convenient than headphones because they are smaller in size Note: headphone (BE)= earphone (AM)

Activity 2

- Listen to the T’s explanation

- Read a paragraph about the benefits of earbuds and match the details with the benefits

- Firstly, work individually to complete the task, then compare their answer with a partner for peer check

- Check and correct the answers C A B

Activity 3

- Work in groups of

A, Topic: the benefits of earbuds.

B, Thesis sentence (Topic sentence): What are its benefits?

C, - Supporting idea and further explanation: Small, light, portable



put in a bag or pocket.

- Supporting idea and further explanation: Not costly about 100,000 VND

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GIÁO ÁN GI NGẢ D YẠ MÔN

TIẾ NG ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI

- Give feedback anywhere We not disturb anybody.

WHILE WRITING Activity 4

- Put students into groups of three or four -Ask them to choose one invention and discuss what they will write about

- Encourage students to make complete sentences about the benefits of the inventions they have chosen

- Call on some students to suggest their group’s thesis sentence and the benefits of the inventions aloud

WHILE WRITING Activity 4 - Work in groups of or

- Choose one invention and discuss what they will write about

- Some sts suggest their group’s thesis sentence and the benefits of the inventions aloud

- After finishing group discussion, work independently and write their own paragraph POST WRITING

- Choose one or two paragraphs and ask the whole class to give comments and correction

- Pay attention to sts’ mistakes in grammar and word choice

SAMPLE WRITING

It’s no secret that smartphones are everywhere these days and it can not be denied that smartphones have some benefits which make them more and mote popular to people around the world. Firstly, it is an useful tool to communicate with friends, family members, or coworkers, etc While this can get your message across, smartphones allow you multiple ways of communicating Not only can they call, text and IM, they give you access to email, video calling and video conferencing.

POST WRITING

- Listen to the T’s correction

You can also remain connected through social networking sites like Twitter, and Facebook Secondly, a smart phone is considered as a magic means of entertainment Most models also boast a camera, enabling you to capture and share photos and video It is also a handy CD player allowing you to listen to music wherever and whenever you like Finally, you can use your smart phone to surf web as it can access easily to the Internet In some recent latest models, we can download many useful applications from network into ours, which help we save the time a lot for some purposes such as study or selfie Furthermore, you don’t

need to worry if you are lost when you are travelling, because

smartphones allow you to find out the way a map application Overall, smartphones is really useful for people with many advantages.

1 Knowledge: By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Speak about inventions in Asian countries

2 Skills: Integrated skills:

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- Show pictures of some audio devices and ask students to name the devices

- Listen to the students and repair their mistakes

WARM UP

A: They are the speakers B: They are the headphones C: They are earbuds

COMMUNICATION Activity 1

- Provide the sts with some language inputs + We vote for… + Firstly/ secondly… + What’s more… + Besides,…

+ Futhermore,…

- Go around, observe and give necessary help Activity 2

- Ask sts to present their groups’ choice, remind them to make full sentences using the suggested information in the table

- Listen to the groups’ presentation

- Select some mistakes or errors for later correction while listening

- Give feedback and necessary correction, focus on sts’ pronunciation and grammar structures

COMMUNICATION Activity 1

- Work in four groups, vote for the best invention among the given list

- Students have more chance to practice speaking

- Pay attention to the four criteria when they voting

Activity 2

- Prepare well for the presentation with strong argument to protect the group’s voting

- Present the result of the group’s voting - Listen carefully to the T’s feedback and correction

CULTURE Activity 1

- Ask students to look at the picture and discuss with a partner what the inventions are for

- Have them guess which country these inventions are from

- Elicit the answers from the sts - Expected answers:

Activity 2

- Tell students some important information about King Bhumibol Adulyadej

- Ask students if they know the meaning of “patent”

- Explain to them that an inventor needs to get a patent for his invention to protect his/her idea For more advanced classes, extend the activity by letting students discuss whether there are patents in Vietnam

- Ask students to read the text and answer the questions

- Expected answers:

CULTURE Activity 1

- Look at the picture and discuss with a partner what the inventions are for

1, China: C chopsticks 2, Japan: D instant noodles 3, Singapore: B PC sound card

4, The Philippines: A Medical incubator Activity 2

- Listen to the T

1 The two issues are agriculture development and environment protection A rain-making technique; b biodiesel; c Chaipattana Aerator

3 Chaipattana Aerator and rain=making techniques

4 All three inventions have helped to protect the environment: Chaipattana Aerator cleans waste water; rain- making techniques improves forest conditions; biodiesel reduces the use of fossil energy Answer may vary

4 Consolidation: - Vocabulary related to Inventions

- Practise speaking aoutt inventions in Asian countries 5 Homework: - Vocabulary related to Inventions

- Prepare for the following lesson- U5(Looking back and project) IV Self-Evaluation:

……… ………

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I Objectives:

Date of planning: ……/……./2018 Date of teaching: ……/……./2018 1 Knowledge: By the end of the lesson, students are able to:

- Revise stress pattern with compound nouns and noun groups - Recall how to use the present perfect and gerund and infinitives 2 Skills: Integrated skills

- List some words/ word phrases on the board

blackboard raincoat smartphones

food processor running dog light house greenhouse

- Ask sts to put stress on the correct pattern - Elicit sts’ answers

- Check and correct

WARM UP

- Look at the words/ word phrases on the board

- Firstly, work individually to identify the stress pattern

- Then, compare the answers with a partner - Give the answers

- Check and correct LOOKING BACK PRONUNCIATION

Activity 1

- Ask students to pick out the compound nouns and put them in the first column The other words are noun groups and are put in the second column

- Help students to review the stress patterns of compound nouns and noun groups

- Elicit sts’ answers - Check and correct - Expected answers Activity 2

- Play the recording for sts to practse listening and pronouncing the given words

- Ask some sts to read outloud the words for checking

- Provide correction if necessary VOCABULARY

- The five words in the box are the most commonly used ones in the unit

- Have students put them in the gaps of the five sentences

- Extend this task by asking students to make their own sentences with these words

- Get sts to work in pairs to the exercise - Elicit sts’ answers

- Check and correct - Expected answers

LOOKING BACK PRONUNCIATION Activity 1

- Firstly, work individually to identify the stress pattern

- Then, compare the answers with a partner + First: food processor, smartphone, laptop, washing machine, earbuds, runway

+ Second: solar charger, correction pen, digital camera

Activity 2

- Listen to the recording

- Practising pronouncing the given words

VOCABULARY

- Listen to the T’s explanation

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IÔ MỚI GRAMMAR Exercise 1

- Have a quick review of the present perfect tense

+ Form + Usage + How to recognise - Get sts to work in pairs to the exercise - Elicit sts’ answers

Exercise 2

- Get sts to work in groups of to the task In each group, each st tells about one invention - Remind sts to use gerund or infinitive forms of verbs to make description

- Elicit sts’ answers - Check and correct - Expected answers

GRAMMAR Exercise 1 -Recall the present perfect tense

1, Is 2, Haven’t planned 3, Have wasted 4, Don’t have 5, Haven’t started 6, says Exercise 2

1, A washing machine is used for washing clothes

2, A solar charger can be used for charging mobile devices

3, I use a laptop (smartphone, ipad,…) to listen to music and watch videos

4, A correction pen is used for covering a writing error

5, I use a 3-D printer to produce/ make solid objects (for producing sold objects)

4 Consolidation: - Vocabulary related to Inventions

- Practise speaking about inventions in Asian countries 5 Homework: - Vocabulary related to Inventions

IV Self-Evaluation:

……… ………

PERIOD 48 REVIEW UNIT 4,5 (L1)

1 Knowledge: - To help students revise what they have learned in unit 4, and - To give them a chance to practice

3 Educational aims: - To encourage Ss to work harder - To provide Ss some motivation II Methods: Integrated, mainly communicative.

TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES LANGUAGE – Vocabulary - Activity 1

- Explain the task requirement

- Get sts to work individually first to the task, then work in pairs to compare the answers

- Ask sts to give the answers - Check and correct the answers - Expected answers

Activity 2

- Get sts to work individually first to the task, then work in pairs to compare the

LANGUAGE – Vocabulary - Activity 1 - Listen to the T

- Firstly, work individually first to the task, then work in pairs to compare the answers - Give the answers

1 Bored- boring Interested – interesting Parentless- homeless Useful Disappointed – hopeful

Activity 2 - Listen to the T

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 – H CỌ KÌ I – HÊ Đ IƠ MỚI answers

Pronunciation - Activity 3 - Explain the task requirement

O O O O

Washing machine Electronic book Food processor Solar charger Immune system Medical mirror Laptop Mobile phone Hearing aid Online game

- Give the answers

1 Smartphone E-books Online games Laptop Mobile phones

Pronunciation - Activity 3 - Listen to the T

- Listen to the recording, and write down the words that they hear

- Ask sts to read aloud the words GRAMMAR - Activity 1

Activity 2

Activity 3

- Ask sts to give the answers - Check and correct the answers

GRAMMAR - Activity 1 - Listen to the T

1 Arrived – was talking Was making – rang Were playing – began Saw- was standing Stole- was getting on

1 Have you visited Did you see Saw Was spending Have never been

1 Conducting To surf Printing To buy To defrost

4 Consolidation: - Revise what Ss have learnt in unit 1, 2,

5 Homework: - Redo activities at home and prepare for the rest of the Review IV Self-Evaluation:

……… ………

PERIOD 49 REVIEW UNIT 4,5 (L2)

1 Knowledge: - To help students revise what they have learned in unit 4, and - To give them a chance to practice

3 Educational aims: - To encourage Ss to work harder - To provide Ss some motivation II Methods: Integrated, mainly communicative.

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IV Procedures: 1 Class organization:

TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES SKILLS - Reading

- Ask sts to the activities and individually first, then work in pairs to compare the answers

Speaking

- Get sts to work in groups of 4, take turns asking and answering questions about household chores in their families

- After about minutes, ask groups to choose one representatives to report the interview result to the class

- Ask other students to give the comments and decide which sts has the best answers Listening

- Tell sts that they are going to listen to Kate talking about the lifestyles of her father and her uncle

- Play the recording times for sts to listen and the task

Writing

- Explain the task

- Ask sts to use the information in Listening task to their writing

- Give some more instructions

- Get sts to work individually to their writing task

- Ask sts to work in pairs for peer correction after finishing their own writing

- Select one st’s writing for model correction - Give feedback

SKILLS - Reading

1 Aviator: A person who flies an aircraft Glider: A light aircraft that flies without an engine Soaring: Flying fast and high in the air Centenary: The 100th anniversary of an event Replica: An exact copy of something

2: T F F T F Speaking

- Work in groups of 4, take turns asking and answering questions about household chores in their families

- Choose choose one representatives to report the interview result to the class

- Others give the comments and decide which sts has the best answers

Listening - Listen to the T

- Listen to the recording and the task - Give the answers

1 A B C C B Writing

- Listen to the T

- Work individually to their writing task - Work in pairs for peer correction after finishing their own writing

- Pay attention to the T’s model correction + using wifi or 3G technology, full-HD movies, video clips with high resolution, make voice calls/ video calls through the Internet

4 Consolidation: Revise what Ss have learnt in unit 4, and 5. 5 Homework: Redo activities at home

……… ………

PERIOD 50 THE FIRST SEMESTER REVIEW (L1)

1 Knowledge: - Help sts revise the knowledge they have learnt in the previous lessons - Check how sts understand and remember the lesson they learnt 2 Skills: Integrated skills

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A good preparation for the coming exam and a positive attitude towards learning II Methods: Integrated, mainly communicative.

2 Old lesson checking: (Omitting) 3 New lesson:

Teacher’s activities Students’ activities

Warm up

- Call on sts to introduce themselves - Listen to the sts

Warm up

- Introduce themselves Pre-teaching

- Help sts review the knowledge they learnt in the previous lessons

CÁC ĐI MỂ NGỮ PHÁP CHÍNH

Simple present (Hi nệ t i đ nạ ): Be-> am/ is/ are

Have-> have/ has

2

Present continuous (Hiệ n t i ti p ạ ế di n)ễ S + am/ is/ are + Ving + Use:

A Di n t hành ễ ả đ ng x yộ ả th i mể nói B Di n t ễ ả d đ nhự ị tươ lai có m cng ố th i gian cụ th ể + Tr ngạ từ thườ g p: ng ặ now, at present, at this

moment, right now

3 Present perfect (Hi nệ t iạ hoàn thành):

+ Ex: - They have just built a hospital in this area - Tom hasn’t eaten Chinese food before

- How long have you lived here? 4 Simple past (Quá khứ đ n)ơ + Be-> was/ were

+ Have/ has-> had

5.Past continuous ( Qu khứ ti p ế diễ

n) : S+ was/ were + Ving

+ Use: Di nễ tả hành đ ngộ x yả t iạ th iờ mể khứ

Pre-teaching

- Review the knowledge they learnt in the first semester

+ Use:

A Di n t thói quenễ ả hi nệ t i:ạ B Di n t sễ ả ự th t,ậ chân lí

+ Tr ngạ từ thườ g p:ng ặ never,

sometimes, usually, often, always, as a rule, normally…

+ Ex: Mr Vy usually gets up at 4:40 a.m

- Do you go to school on Sunday? - Lan doesn’t know how to use a computer

+ Ex: - I’m learning English now - My mother isn’t cooking lunch at this moment

- What are you doing this evening? + Use:

A Di nễ tả hành đ ngộ x yả khứ kéo dài đ nế hi n ệ t iạ

B Di nễ tả hành đ ngộ x yả khứ để l i k t qu ế ả hi n t iệ

C Di n t ễ ả kinh nghi mệ

+ Tr ngạ từ thườ g p:ng ặ never,

just, ever, recently, already, yet, lately, for, since, so far….

+ Use: Di nễ tả hành đ ngộ x yả k tế thúc kh ứ

+ Tr ngạ từ thườ g p: ng ặ yestersay, ago, last…

Ex: - I went to Hue three day ago - Did you watch TV last night?

- Peter wasn’t at home yesterday evening

Ex: - I was watching TV at p.m

Trang 61 Kh ng ẳ đ nhị Phủ đ nhị Nghi v nấ

He/ she/ it + V-s/es

I/ You/ We/ They + V

He/ she/ it + doesn’t + V

I/ You/ We/ They +don’t + V

Does + he/ she/ it +V? Do + I/ you/ we/ they +V?

S+ have/ has/ + PP

kh ngẳ đ nhị phủ đ nhị nghi v nấ He/ She/ It + has

+ PP

I/ You/ We/ They + have + PP

He/ She/ It +hasn’t +PP I/ You/ We/ They + haven’t + PP

Has + He/ She/ It + PP?

Have + I/ You/ We/ They + PP?

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10

– H CỌ KÌ I – HÊ Đ IƠ MỚI

6

Past perfect (Quá k h ứ hoàn thành)

S+ had + PP

+ Use: Di nễ tả hành đ ngộ x yả hoàn thành trướ c hành đ ng khácộ quáở kh ứ

+ Tr ng t thừ ườ g p:ng ặ after, before

Simple future (tươn g lai đ nơ ):

- Were they having lunch when you called?

+ Use: Di nễ tả hành đ ngộ x yả tương lai

+ Tr ngạ từ thườ g p:ng ặ

Tomorrow, next…….

Ex: - Will you go to university after you finish school?

- I will say goodbye to you before I leave Danang

While teaching

- Give sts handouts to exercises

- Get sts to the exercises individually, then work in pairs to compare the answers

While teaching

- Receive the handouts from the T - Do the exercises individually, then work in pairs to compare the answers

Post teaching

- Ask sts to give the answers

- Check and correct the answers with the whole class - Expected answers:

EXERCISE I

1 have Is working Is looking Goes Are doing is cooking Rains/ is raining Work Sings/ is singing 10 eat EXERCISE IV

1 will go-stops Will stay- answers catch Am- count

5 goes Will help- finishes will tell – get Will not come- are will tell-ask 10 Will come-see-leave

Post teaching - Give the answers

- Correct mistakes EXERCISE II

1 have never watched Watched

3 Has read had Have had Have not seen

7 met/ has become has come Has not drunk 10 Has travelled EXERCISE III

1 was sitting / saw Went/ was shining went/ was having Rained/ was having were walking/ began 4 Consolidation: - Summarize the main points of the lesson

5 Homework: - Redo the exercises and prepare for the next lesson APPENDIX

Exercise I: Put the verbs in brackets in the present simple or the present continuous tense. I (have) coffee for breakfast every day

2 My brother (work)

3 The student (look) in a shoe store this summer.up that new word now She (go)

5 We (do) this exercise at the moment.to school every day

6 My mother (cook) some food in the kitchen at present She always (cook) in the mornings

7 It (rain) very much in the summer It (rain) now Bad students never (work) hard

9 He generally (sing) in English, but today he (sing) in Spanish 10 We seldom (eat) before 6.30

Exercise II: Put the verbs in brackets in the present perfect or the simple past tense. We (never watch) that TV programme

2 We (watch) a good programme on TV last night He (read) that novel many times before

4 I (have) a little trouble with my car last week

5 However, I (have) no trouble with my car since then

6 I (not see) John for a long time I (see) him weeks ago I (meet) Mary last night She (become) a very big girl

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8 He is very thirsty He (not drink) since this morning It is very hot Summer (come)

10 Mr Brown (travel) by air several times in the past

Exercise III: Put the verbs in brackets in the past simple or the past continuous tense. He (sit) in a bar when I (see) him

2 When I (go) out, the sun (shine) _ The light (go) out while I (have) tea When it (rain) , she(carry) an umbrella

5 We (walk) to the station when it (begin) to rain

Exercise IV: Put the verbs in brackets in the simple present or the simple future tense. We (go) out when the rain (stop) _

2 I (stay) here until he (answer) me Wait until I (catch) you

4 I (be) ready before you (count) ten John must eat his breakfast before he (go) out

6 Miss Helen (help) you as soon as she (finish) that letter He (tell) you when you (get) there

8 She (not come) until you (be) ready He (tell) you when you (ask) him

10 I (come) and (see) you before I (leave) for England IV Self-Evaluation:

……… ………

3 Educational aims:

Warm up

- Introduce themselves Pre-teaching

PASSIVE VOICE: S+ BE+ PP+ BY+ O Cách chuy nể t câu chừ ủ đ ng ộ sang câu b ị

đ ng:ộ S + V + O

S + be+ PP + BY + O Bị đ ngộ hi nệ t iạ đ n:ơ S + is/ am/ are + PP + BY + O

Pre-teaching

- Review the knowledge they learnt in the first semester

- Check and correct the answers with the whole class

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH

10 – H CỌ KÌ I – HÊ Đ IƠ MỚI

B ịđ ng ộ khứ đ n: S+ was/ were + PP + BY + O

Bị đ ngộ hi nệ t iạ hoàn thành: S + have/ has + been + PP + BY + O

B ịđ ng ộ tương lai đ n:ơ S + will + be + PP + BY + O GERUND AND INFINITIVE

Danh đ ng ộ từ đ ngộ từ nguyên m uẫ có to

1 Đ ngứ sau m tộ số đ ngộ Đ ngứ sau m tộ số đ ngộ t :ừ keep, like, enjoy, mind, t :ừ hope, seem, expect, practise, delay, miss, plan, decide, agree, suggest, understand, refuse, wish, offer, finish, admit, look promise

forward to Ex: We hope to see you Ex: - He likes swimming again

2 Đ ngứ sau gi iớ t (in,ừ at, Đ ngứ sau tính t ,ừ danh on, to, from, about ) t , t h i,ỏ đ iạ từ b tấ

- She is afraid of going đ nh,ị m cụ đích

there - It is difficult to this exercise

- It is time to go

- I don't know what to - Do you have something to eat?

- She went to the library to borrow some books

EXERCISE I

1 has just been promoted has taken

3 have you been have you saved has been given has risen has been called haven’t been offered

EXERCISE II

1 My bike has been stolen The class meeting has been postponed

3 A new school near our hospital has been built

4 Has Lan been informed of the change?

5 Their assignments haven’t been finished

While teaching

Post teaching EXERCISE III

1 making to drive to book to send to meet Taking Wearing to take to receive 10 Opening 11 Reading 12 driving 13 learning 14 to study 15 to get 15 to go 17 studying 18 to take

Post teaching - Give the answers - Correct mistakes

4 Consolidation: - Summarize the main points of the lesson

5 Homework: - Redo the exercises and prepare for the next lesson APPENDIX

Exercise 1: Active or Passive? Underline the correct verb form.

1 Tom has just promoted / has just been promoted to area manager of East Asia. 2 My father has taken / has been taken English class in the U.S.

3 How many times have you / have you been fired?

4 How much money have you saved / have you been saved for your vacation. 5 My brother has given / has been given tickets to the concert

6 The population of our city has risen / has been risen to nearly one million. 7 A strike has called / has been called by the factory worker.

8 They haven’t offered / haven’t been offered more money by the management Exercise 2: Change into passive voice

1 Somebody has stolen my bike → ……… They have postponed the class meeting → ………

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5 They haven’t finished their assignments → ……… Exercise : Supply the corrrect form of the verb in brackets.

1 It’s obvious he’s is only interested in (make) money

2 Ann couldn’t find a taxi so I offered (drive) her to the station I managed (book) two seats on the morning flight

4 I promise (send) you our new brochure as soon as it’s available Peter was delighted (meet) a former colleague at the conference I avoid (take) the car whenever possible, especially in big cities My father hates (wear) a tie to work

8 We can’t afford (take) a vacation this summer

9 The company was pleased (receive) your thank-you letter 10 Would you mind (open) a window?

11 The children are fond of (read) picture books

12 John is from London He isn't used to(drive) on the right 13 Ba stopped (learn) Chinese years ago

14.My teachers advised me (study) hard 15 Mr Johnson decided (get) another job 16 Our class planned (go) for picnic

17 My daughter spends two hours (study) maths every day 18 It's very nervous (take) the exam

……… ………

3 Educational aims:

Warm up

- Introduce themselves Pre-teaching

* CÁCH PHÁT ÂM "S" C UỐ I : trườ h png ợ danh từ s nhi uố ề nhi uề ho c ặ đ ng ộ từ s ít.ố

/ s / Khi sau ph ụ âm cế

(voiceless consonants): /f/, /k/, /p/, /t/ ,//,/h/

Ex: laughs, walks, cups, cats, tenths; books

Pre-teaching

Ng aiọ l :ệ bình thườ chữ s phát âmng /s/, nh ngư có nh ngữ ngo iạ lệ c nầ nh :ớ

- Chữ s đ cọ /z /sau t :ừ busy, please, easy, present, desire, music, pleasant, desert, choose, reason, preserve, poison

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GIÁO ÁN GI NGẢ D YẠ MÔN TI NGẾ ANH 10 –

/ iz / Khi sau m tộ phụ âm rít: /z/, /s/, /dz/,

/ t∫/, / ∫ /, /z/ Ho cặ chữ cái: s, x, z, ch, sh, ce, ge

Ex: washes, kisses, oranges…

// z Không thu cộ hai lo iạ Ex: bags, kids,

/ days …

* CÁCH PHÁT ÂM “ –ED” CU IỐ : Đây hình th Past tense Past participle:

1 “-ed ” pronounced as / id /: sau / t, d /: Thườ ng sau

chữ t, d : Ex: wanted; decided

2 “-ed ” pronounced as / t /: sau / k, f, p, s, ∫, t∫, h ,/ ho cặ chữ p, k, f, th, s, sh, ch :.Ex: asked; stopped;

laughed

3 “-ed ” pronounced as / d /: Trừ trườ h png ợ : Ex: moved; played; raised

Ng aiọ lệ : Đuôi - ed tính từ sau đượ phát âmc /id/: aged, learned, beloved, blessed, naked,

*STRESS - M t s quyộ ố t c c b n ắ ả đ nh n bể ậ i t tế r ng ọ âm 1/ Tr ngọ âm thườ r ing vào ti nề tố (prefix) h uậ t ố (suffix)

(ví d :ụ dislike, unhappy, uncertain, disappointed, unashamed, forefather .

* Ngo iạ l :ệ 'foresight, 'forecast, 'unkeep, 'upland, 'surname, 'subway

Dướ vài h ui ậ tố không thay đ iổ d uấ nh nấ c aủ t g cừ ố

V + ment: ag'ree(tho ả V + al: ap'prove(ch pấ thu n) ậ =>ag'reement thu n)ậ => ap'proval V + ance: re'sist(ch ngố V + y: de'liver(giao c )ự =>re'sistance (s ự hàng)=> de'livery(sự giao ch ngố c )ự hàng)

V + er: em'ploy(thuê V + age: pack(đóng gói) => làm) => em'ployer(chủ 'package(b uư ki n)ệ lao đ ng)ộ V + ing: under'stand(hi u)ể V + or: in'vent (phát => under'standing minh) => in'ventor adj + ness: 'bitter V + ar: beg (van xin) => (đ ng)=>ắ 'bitterness(n iỗ 'beggar(người ăn xin) cay đ ng)ắ

Ex: bamboo, millionaire, engineer, themselves, saloon, balloon, thirteen, Vietnamese, employee, agree, picturesque, Cartoon, guarantee, kangaroo, typhoon

*Ngo i l : ệ 'centigrade, 'coffee, co'mmittee, 'cukoo,

H CỌ KÌ I – HÊ Đ IƠ MỚI Stress:

2/ Nói chung, tr ngọ âm thường r iơ vào nguyên âm kép ho cặ dài, r iơ vào nguyên âm ng nắ nh /∂/ hay

/i/

* Ex: a'bandon, 'pleasure, a'ttract, co'rrect, per'fect, in'side, 'sorry, 'rather, pro'duct, for'get, de'sign, en'joy

3/ M tộ từ hai v nầ v aừ đ ngộ từ v aừ danh t thì:ừ

Đ ngộ t :ừ tr ngọ âm thườ r ing ơ vào âm ti t thứế

Danh t :ừ tr ng âmọ thườ r ing ơ vào âm ti tế thứ 1

EX: 'rebell(n), re'bell(v), export, import, increase, object, perfect, permit, present, produce, record, refuse

* Ngo iạ l :ệ 'promise (n), (v) 4/ Tr ngọ âm thườ r ing vào

trướ h uc ậ tố (suffixes) sau đây

m tộ v n:ầ ION, IC, IAL, ICAL, UAL,

ITY, IA, LOGY, IAN, IOUS, EOUS, IENCE, IENT, GRAPHY, -NOMY, - METRY

EX: 'vision, uni'versity, phy'sician, li'brarian, Ca'nadian, Au'stralian, ex'perience, im'patience, edu'cation, a'bility, elec'tricity, bi'ology, psy'chology, Au'stralia, 'Austria, 'Asia, ge'ography, pho'tography, e'ssential, ha'bitual, me'chanical, mathe'matical, po'litical, de'licious, pho'netics, scien'tific, ge'ometry, a'stronomy

Ngo iạ Trừ (exceptions): 'lunatic,

a'rithmetic, 'politics, 'Arabic, 'television

5/ Tr ngọ âm r iơ vào v nầ cu iố sau đây: ADE, OO, OON, EE,

EEN,

EER, ESE, AIRE, SELF, ETTE, -While teaching

While teaching

Post teaching

- Check and correct the answers with the whole class - Expected answers:

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5 Homework: - Redo the exercises and prepare for the next lesson IV Self-Evaluation:

……… ………

PERIOD 53 THE FIRST TERM TEST

1 Knowledge: - To check Ss’ study from Unit to Unit

-To help Ss to get to know whether they are making progress in studying or not -To help the teacher to apply appropriate teaching methods for each class 2 Skills: - Practice doing MCQ test

3 Education aims: - Students have positive attitude towards learning and testing. II Methods: - Integrated, mainly communicative

III Teaching aids: - Teacher: Paper tests (40 MCQs), cassettes/ CD player, CD. - Students: pens, pencils, erasers…

IV Procedures: 1 Class organization:

2 Old lesson checking: ( Omitting ) 3 New lesson:

CONTENT OF THE TEST IV Self-Evaluation: (See in attachment)

……… ………

PERIOD 54 THE FIRST TERM TEST CORRECTION

1 Knowledge: Find out errors in the test so as not to make mistakes the next time. 2 Skills: - Develop sts’ ability to correct mistakes and errors

3 Educational aims: - Students have positive attitude towards learning II Methods: - Integrated, mainly communicative

III Teaching aids: - Teacher: tape, board, chalk, textbook, answer key. - Students: textbook, workbook, pen, pencil… IV Procedures:

2 Old lesson checking: (Omitting)

3 New lesson: KEYS TO ANSWER (See in attachment)

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